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THE  MOTHERCRAFT  MANUAL 


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in  2010  with  funding  from 

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http://www.archive.org/details/mothercraftmanuaOOread 


Training  ia  Motlifrcraft,  iit  tlu'  Sfhool  of  Mothercraft, 
New  York  City.     Fuuntispikce. 


THE 

MOTHERCRAFT 

MANUAL 

BY 
MARY  L.   READ,  B.S. 


ILLUSTRATED 


NON-HEFERT 


^WVAD  ♦  QIS 


BOSTON 
LITTLE,  BROWN,  AND  COMPANY 

1921 


Copyright,  1916, 
Bt  Little,  Brown,  and  CompanYo 


All  rights  reserved 


INSCRIBED  TO 
MY  MOTHER  AND  FATHER 


INTRODUCTION 

"  Seventy-five  per  cent,  of  the  women  of  America 
are  married,  and  most  of  these  have  children."  It  is 
not  conceivable  that  women  entering  into  any  other 
vocation  of  life  would  think  of  undertaking  it  without 
deliberate  preparation.  Motherhood  is  so  precious 
and  wonderful  that  we  fear  to  think  of  it  in  terms  of 
definite  preparedness.  We  like  to  think  that  it  comes 
natural  to  be  good  mothers  and  that  to  study  in  prep- 
aration for  it  or  to  analyze  it  might  produce  more 
harm  than  good. 

Let  me  use  my  own  case  as  an  illustration  of  how  ill- 
prepared  even  earnest  women  are  for  motherhood.  I 
was  married  twenty-nine  years  ago.  I  wanted  children 
with  all  my  heart.  My  first  baby  came  sixteen  months 
after  I  was  married.  I  bought  all  the  literature  I 
could  find  on  my  new  occupation,  kindergarten  books 
beginning  with  Froebel  and  ending  with  Susan  Blow 
and  her  contemporaries ;  I  studied  Spencer's  Education, 
William  James'  chapters  on  habit  and  attention,  and 
read  biographies  of  great  people.  My  first  ambition 
was  to  be  a  good  mother,  and  I  was  eager  to  learn  all 
I  could  about  it.  My  college  studies  for  five  years 
were  Greek,  Latin,  and  higher  mathematics,  with  an 
occasional  semester  of  botany,  evidences  of  Christian- 
ity, physics,  etc.  I  do  not  remember  hearing  a  reference 
to  motherhood  during  my  college  experience. 


Viii  INTRODUCTION 

I  have  had  six  children,  four  of  whom  are  living. 
Had  I  had  the  knowledge  I  now  have,  or  know  how  to 
get,  it  seems  that  the  little  seven-months-old  boy  could 
have  been  saved.  I  was  called  a  scientific  mother, 
my  babies  were  fed  regularly,  put  to  bed  regularly, 
and  were  dressed  as  sensibly  as  babies  are  now,  but  at 
that  time  we  did  not  have  the  knowledge  about  the 
physical  care  of  babies  which  we  now  have.  What  I 
object  to  is  the  amount  of  time  I  had  to  give  when  my 
children  were  little  to  learn  things  which  I  ought  to 
have  known  before  motherhood  came  to  me,  so  that  I 
could  have  been  free  to  give  myself  to  them.  I  knew 
"  education  through  play  "  only  as  a  figure  of  speech. 
Last  summer  I  took  a  year-old  baby  to  camp.  I  had 
the  care  of  her  three  consecutive  months,  and  was  re- 
sponsible for  her  six  months.  I  yielded  to  the  impulse 
to  play  with  her,  and  in  gratifying  this  instinct  I 
used  all  the  store  of  knowledge  which  experience  had 
brought  to  me.  It  was  evident  that  she  was  learning 
things  every  day,  and  that  progress  was  astonishingly 
rapid.  Most  of  the  things  I  taught  her  were  taught 
by  the  use  of  signs  and  objects.  I  asked  her  if  she 
wanted  to  come  to  me  by  holding  out  my  hands  to  her. 
She  understood,  and  soon  asked  me  to  take  her  by 
holding  out  her  hands  to  me.  I  asked  her  where  her 
eyes  were,  her  mouth,  nose,  ears,  by  touching  each  in 
turn.  She  understood  and  touched  each  in  turn.  It 
was  interesting  to  note  when  it  was  no  longer  necessary 
to  use  the  sign,  when  she  understood  spoken  language 
without  the  aid  of  gesture. 

The  phrase  that  "  education  begins  at  the  cradle  " 
took  on  a  new  significance.  I  felt  that  I  was  a  teacher 
as  well  as  a  mother  and  the  importance  of  my  part  in 
the  education  of  this  baby  opened  up  amazingly.  It 
was  play,  but  it  was  also  education.  Those  minutes 
with  her  when  no  one  was  near,  when  we  were  all 
in  all  to  each   other,   were  precious  beyond   words. 


INTRODUCTION  ix 

Through  this  love-relation  there  was  intense  joy  in 
both  learning  and  teaching.  The  reason  the  mother's 
part  in  education  is  incomparable  to  any  other  is 
because  of  this  love-relation. 

We  are  told  that  during  the  first  five  years  of  life 
more  is  learned  than  during  all  the  rest  of  life.  The 
teachers  during  these  years  are  primarily  the  mothers. 
The  mother-teacher  relation  goes  on  after  school 
days  begin,  but  gradually  is  regarded  less  important, 
and  the  teacher's  part  grows.  Mother  is  forgotten  as 
a  teacher.  She  loses  confidence  in  herself  and  forgets 
that  no  one  can  take  her  place. 

It  does  not  seem  to  me  that  any  woman  could  have 
more  earnestly  desired  and  striven  to  be  a  good  mother. 
I  studied  and  worked  as  hard  as  I  could,  but  it  was  not 
possible  for  me  to  secure  the  training  that  girls  can  get 
to-day.  It  now  seems  to  me  that  it  is  about  as  rational 
for  a  woman  to  learn  by  experience  with  her  own 
children  to  be  a  good  mother,  as  it  would  be  for  a  doctor 
to  get  his  education  merely  by  practising  on  his  patients. 
Motherhood  offers  no  less  opportunities  for  success 
than  do  the  professions  of  law  or  medicine.  The  prep- 
aration for  it  is  just  as  definite  and  is  more  important. 
It  has  rem^ained  for  Mary  L.  Read,  with  splendid  devo- 
tion and  university  training,  to  put  these  matters 
together  and  to  organize  and  conduct  a  "  School  for 
Mothercraft." 

The  time  is  coming  when  women  will  no  more  go  into 
physical  and  spiritual  motherhood  unprepared,  trust- 
ing to  **  mother  instinct ",  than  they  will  go  into  law 
or  medicine,  trusting  to  their  sense  of  right  and  of 
sympathy  with  the  sick  to  guide  them. 

CHARLOTTE  V.  GULICK. 


PREFACE 

Certain  definite  ideals  have  been  constantly  in  mind 
in  the  preparation  of  the  present  volume,  among  these 
the  following : 

To  write  a  handbook  that  is  so  definite,  concrete, 
and  clear  that  the  least  experienced  person  of  average 
intelligence  will  find  it  practical. 

To  bring  directly  to  those  who  have  opportunity  to 
use  it,  —  the  home-makers,  present  and  prospective,  — 
some  of  the  wealth  of  present  knowledge  in  biology, 
dietetics,  hygiene,  domestic  efficiency,  child  psychology, 
education,  that  is  stored  in  the  laboratories,  research 
reports,  medical  records,  technical  journals,  and  educa- 
tional classics,  translating  these  from  the  obscure 
tongue  of  technical  language  into  the  clearer  speech  of 
daily  life. 

To  furnish  a  guide  to  more  technical  or  detailed 
consideration  of  each  subject. 

To  present  fundamental  principles  and  facts  rather 
than  mere  rule  of  thumb  procedure,  so  that  the  reader 
may  act  intelligently  and  make  intelligent  variations. 

Not  to  compromise  on  half-way  procedure  that  merely 
prevents  disaster,  but  to  make  clear  the  means  to  great- 
est personal  efficiency  and  social  power. 

To  keep  a  progressive  yet  reserved  attitude  between 
conservative  and  radical  theories. 


XU  PREFACE 

To  bring  the  spirit  of  sympathy  and  humanness,  of 
love  and  child-nature  and  poetry  into  the  teaching  of 
home-making. 

To  lighten  the  burden  and  enlighten  the  minds 
and  hearts  of  earnest  young  people  so  that  with  joy 
and  satisfaction  they  may  essay  and  find  the  home  and 
family  life  that  their  hearts  desire. 

Froebel  outlined,  nearly  a  century  ago,  a  thorough, 
practical  training  course  for  young  women,  preparatory 
to  home-making  or  to  vocational  work  as  teachers  or 
mothers'  assistants.  At  Pestalozzi-Froebel  House  in 
Berlin,  half  a  century  ago,  under  the  administration  of 
Frau  Shrader  and  Miss  Annette  Schepel,  such  a  course 
was  organized.  Echoes  of  it  to-day  are  found  in  the 
German  secondary  schools  and  special  schools  for 
girls.  The  same  idea  spread  to  England  a  quarter 
of  a  century  ago,  and  there  to-day  a  score  of  special 
schools,  and  some  girls'  high  schools,  provide  such  a 
training. 

In  America,  the  School  of  Mothercraft  was  opened 
in  New  York  City  in  December,  1911,  to  work  out 
experimentally  a  training  course  for  educated  young 
women.  1  Here  has  been  developed  a  comprehensive, 
human,  practical  course  including  domestic  science 
and  art,  and  the  care  and  training  of  babies  and  little 
children.  The  students  work  in  a  home  atmosphere, 
under  home  conditions,  using  the  household  for  their 
practice  work,  caring  for  the  resident  babies  and  chil- 
dren, educating  and  training  them  in  the  course  of  the 
day's  regime,  and  receiving  their  own  training  in 
personality  and  technique  as  well  as  in  theory.  Exten- 
sion classes  have  been  maintained  for  young  mothers, 
brides,  and  engaged  young  women. 

^  The  word  "  mothercraft "  was  coined  by  the  author  to  express 
the  comprehensive  scope  of  the  training.  The  word  has  since 
come  into  use  in  England  in  a  narrower  sense,  including  merely 
infant  care.  It  is  hoped  that  in  America  the  use  of  the  word  may 
be  retained  in  its  larger  significance. 


PREFACE  xiii 

It  is  work  with  young  women  and  the  children  in  the 
School  of  Mothercraft  that  has  made  possible  the 
preparation  of  the  present  volume. 

No  book  can  take  the  place  of  the  living  teacher.  No 
amount  of  discussion  of  theory  can  be  a  substitute  for 
experience.  Yet  experience,  without  sound  principles, 
is  also  of  minor  value.  Any  book  presupposes  a  modi- 
cum of  common  sense  and  rational  judgment  in  its 
readers. 

In  a  volume  of  such  limited  compass  only  a  few  sig- 
nificant principles  can  be  presented,  and  some  of  the 
important  elementary  facts  and  technique  that  more 
technical  books  may  overlook.  The  present  volume 
aims  only  to  be  an  introduction  to  the  many  phases  of 
home-making,  child  care,  and  child  training,  to  furnish 
something  of  vision  for  these  responsibilities,  and  a 
guide  for  further  study. 

No  book  can  be  a  substitute  for  the  personal  advice 
of  the  physician,  the  hygienist,  the  psychologist,  and 
the  teacher.  The  reader  of  any  book  on  applied  science 
may  easily  make  the  mistake  of  interpreting  statements 
out  of  proportion  to  their  significance,  or  of  misunder- 
standing directions  so  that  they  even  become  mis- 
leading. Only  discussion  with  the  living  teacher  will 
discover  and  correct  such  errors. 

The  reader  must  be  open-minded  to  new  discoveries, 
new  theories,  new  methods.  At  the  present  time,  as 
never  before,  extensive  researches  are  being  made  in 
biology,  hygiene,  dietetics,  child  psychology,  and  peda- 
gogy. Important  discoveries  as  revolutionary  as  the 
discovery  of  the  circulation  of  the  blood,  radio-activity, 
the  cellular  basis  of  life,  may  be  made  at  any  future 
time. 

In  the  present  volume  no  attempt  has  been  made  to 
present  controversial  points  of  view,  but  a  consistently 
constructive  regime  and  programme  has  been  given. 
The  novice  in  any  art  must  first  learn  to  work  con- 


XIV  PREFACE 

structively  and  rather  dogmatically,  until  he  has 
learned  to  apply  one  set  of  principles  efficiently.  Then 
he  may  begin  to  modify  details  according  to  some 
rational  principle,  instead  of  by  mere  whim,  and  to 
compare  his  method  with  other  possibilities.  The 
basis  and  the  special  authorities  for  the  regime  here 
presented  will  be  found  in  the  final  chapter  on  bibliog- 
raphy. 

July,  1916.  MARY  L.  READ. 


ACKNOWLEDGMENT 

The  author  begs  to  acknowledge  indebtedness  and 
gratitude  to  many  who  have  participated  in  the  making 
of  the  book. 

To  the  Messrs.  Macmillan  Co.,  Ginn  Company, 
F.  A.  Stokes  Co.,  and  D.  Appleton  &  Co.,  for  permission 
to  quote  from  their  publications;  to  the  American 
Medical  Association  Press  and  Dr.  Roland  G.  Freeman 
for  use  of  the  graphs  on  growth;  to  Mr.  William  S. 
Bailey  and  The  Nurse  Studio  for  many  of  the  photo- 
graphs taken  specially  for  this  work. 

Especially  the  author  begs  to  tender  sincere  thanks 
for  many  criticisms,  suggestions,  and  reviewing  of  manu- 
script to  Dr.  David  Starr  Jordan,  Dr.  William  F.  Snow, 
Professors  Rudolph  M.  Binder,  Willystine  Goodsell, 
Robert  M.  Yerkes,  and  Mr.  Paul  Popenoe,  on  the  sec- 
tions dealing  with  the  home  and  the  family;  to  Dr. 
Josephine  H.  Kenyon  for  sections  on  maternity  and 
infancy,  Drs.  Henry  I.  Bowditch,  William  Shannon, 
and  William  H.  Bumham,  for  sections  on  hygiene 
and  growth ;  to  physicians  and  nurses  at  Battle  Creek 
Sanitarium  for  assistance  in  the  sections  on  nursing 
and  nutrition ;  to  Dr.  William  H.  Park  for  revising  data 
on  communicable  diseases,  and  to  Professors  Henry  C. 
Sherman  and  Mary  S.  Rose  for  suggestions  and  for 
impublished  data  on  nutrition.    Mrs.  Anna  Martin 


Xvi  ACKNOWLEDGMENT 

Crocker  and  Miss  Sunnjrve  C arisen  have  kindly  given 
literary  assistance.  Helpful  suggestions  on  the  reading 
list  have  been  furnished  by  science  teachers  of  Horace 
Mann,  Ethical  Culture,  Francis  Parker,  and  the  Uni- 
versity of  Chicago  Elementary  Schools.  Miss  Helen  O. 
Rider  and  Miss  Mary  Scott  Allen  have  rendered  in- 
valuable aid  in  criticism  and  clerical  details.  To  the 
many  others  who  have  furnished  technical  data  or  read 
portions  of  the  manuscript,  the  author  here  expresses 
thanks.  Finally,  the  author  would  gratefully  acknowl- 
edge the  unfailing  patience  and  kindly  encouragement 
of  the  publishers.  For  such  errors  as  may  be  found 
the  author  alone  is  responsible.  Criticisms  or  sugges- 
tions from  readers,  which  may  improve  the  helpful- 
ness or  accuracy  of  the  Manual,  will  be  gratefully 
received. 

MARY  L.   READ. 
July,  1916. 


CONTENTS 

PAGE 

Introduction vii 

Preface xi 

CHAPTER 

I    Mothercraft:        Its    Meaning,    Scope,    and 

Spirit 1 

II    Establishing  the  Home 10 

III  Finding  the  Means  for  Mothercraft      .        .  20 

IV  Founding  a  Family 29 

V    Growth  and  Development  .        .        .        .41 

VI    Preparing  for  the  Baby 62 

VII    Care  of  the  Baby       .        .        .        ...  85 

VIII    The  Physical  Care  of  Young  Children           .  119 
IX    The  Feeding  of  Children           .        .        .        ,155 
X    The  Education  of  the  Little  Child         .        .  196 
XI    Studying  the  Individual  Child          .        .        .  223 
XII    A  Curriculum  for  Babyhood  and  Early  Child- 
hood          246 

XIII  Play 264 

XIV  Games 275 

XV    The  Toy  Age 285 


XVIU  CONTENTS 

CHAPTEH  PAGB 

XVI  Story-telling 299 

XVII  Science  and  History 309 

XVIII  Handwork 317 

XIX  Music  and  Art 329 

XX    Home  Nursing  and  First  Aid  in  the  Nurs- 
ery          .        .        .337 

Appendix 365 

Bibliography 381 

Index 425 


LIST  OF  PLATES 

Training  in   Mothercraft,   at  the  School   of   Mothercraft, 

New  York  City Frontispiece 

FACING    PAGE 

Approved  Baby  Clothing  and  Bassinet         ....       62 

Approved  Crib,  Scales,  Nursery  Table.     Holding  the  Baby, 

Supporting  Head  and  Back 74 

Approved  Baby  Carriage  and  Shoes 76 

Drugs  and  Unsanitary  Appliances.     Unhygienic  Equipment 

and  Unsatisfactory  Scales 80 

For  the  Layette             82 

Exercises  for  the  Baby 114 

Good  and  Bad  Postures 142 

Exercises  for  Trunk,  Chest  and  Back            ....  144 

Some  Especially  Dangerous  Foods  for  Children  under  Six. 

Poisons  for  Little  Children 164 

Wholesome  Sweets  at  Suitable  Ages.     Laxative  Foods     .     174 

Day's  Menu  for  Child  Two  to  Four  Years.     Day's  Menu  for 

Child  Four  to  Six  Years 182 

Learning  Self-reliance  and  Regularity.     At  the  School  of 

Mothercraft  Summer  Camp 212 

Unhygienic,   Inartistic,  Anti-social  Toys.     Hygienic,   Dur- 
able, Constructive,  Social  Toys 290 

Handwork   that   Utilizes   Fundamental    Muscles.     In   the 

School  of  Mothercraft  Child  Garden      ....     320 

Height  and  Weight  Charts 370 


THE  MOTHERCRAFT  MANUAL 

CHAPTER   I 
MOTHERCRAFT :  ITS  MEANING,  SCOPE,  AND  SPIRIT 

"  To  know  a  child  is  to  love  it,  and  the  more  we  know  it,  the 
better  we  love  it. 

"  To  know,  love,  and  serve  childhood  is  the  most  satisfying, 
soul-filling  of  all  human  activities. 

"  It  rests  on  the  oldest  and  strongest  and  sanest  of  all  instincts. 

"  It  gives  to  our  lives  a  rounded-out  completeness  as  does  no 
other  service. 

"  No  other  object  is  so  worthy  of  service  and  sacrifice ;  and  the 
fullness  of  the  measure  in  which  this  is  rendered  is  the  very  best 
test  of  a  nation  and  race  and  a  civilization." 

—  G.  Stanley  Hall. 

MOTHERCRAFT  is  the  skilful,  practical  doing  of  all  that 
is  involved  in  the  nourishing  and  training  of  children, 
in  a  sympathetic,  happy,  religious  spirit.  It  is  not 
merely  the  care  of  the  little  baby ;  that  is  a  very  small, 
though  significant,  part.  Its  practice  is  not  dependent 
upon  physical  parenthood,  but  is  part  of  the  respon- 
sibility of  every  woman  who  has  to  do  with  children 
as  teacher,  nurse,  friend,  or  household  associate.  It 
is  no  more  an  instinct  than  is  gardening  or  building. 
It  is  not  merely  being  with  children.  Its  requisite 
is  vital  working  knowledge  of  the  fundamental  prin- 
ciples of  biology,  hygiene,  economics,  psychology, 
education,  arts.  It  is  mothering  —  that  oldest, 
steadiest,   most  satisfactory  vocation  to  women   al- 


2  THE  MOTHERCRAFT  MANUAL 

ways  and  everj^where  —  made  intelligent  and  efficient 
and  joyous. 

Mother  craft  cannot  be  learned  simply  from  books 
any  more  than  can  music,  agriculture,  carpentry, 
dentistry.  The  most  important  factor  in  the  learn- 
ing of  mothercraft  is  the  daily  intelligent  association 
with  the  children  in  their  natural  environment  of 
home.  A  hospital  with  sick  children  is  a  place  to 
learn  its  pathological  phases. 

No  one  of  intelligence  will  dispute  the  theory  that 
the  most  important  period  in  the  child's  life  is  the  first 
seven  years.  It  is  in  these  years  that  the  foundation 
of  his  physical  life  is  settled  (or  unsettled) ;  that 
the  lifelong  habits  are  formed;  that  the  prejudices 
and  the  bases  of  his  spiritual  and  social  life  are  laid. 
The  "  gates  of  gifts  "  —  his  potentialities  —  are  closed 
at  birth,  possibly  when  his  parents  are  chosen. 
Whether  one  is  an  advocate  of  heredity  or  of  environ- 
ment as  the  most  influential  factor  in  the  life  of  the 
individual,  none  will  now  gainsay  that  both  the  heredity 
and  the  environment  of  every  individual  can  be  con- 
trolled, and  that  each  of  these  factors  may  be  made 
vastly  more  efficient  through  the  high  ideals,  the 
intelligence,  and  the  foresight  of  parents  present  and 
potential. 

In  these  days  of  radical  change  in  the  activities  and 
education  of  women,  mothercraft  has  not  kept  pace 
with  the  other  vocations  open  to  women.  In  a  society 
where  marriage  is  no  longer  an  economic,  domestic, 
or  conventional  necessity,  there  has  developed  a  tacit 
assumption  that  youth  would  not  marry,  and  therefore 
special  preparation  for  home-making  (and  especially 
for  child  care)  would  be  presumptuous  and  a  waste  of 
time.  The  school  has  left  this  part  of  a  girl's  training 
for  the  home  to  give,  and  in  a  large  proportion  of  homes 
there  has  not  been  the  time  or  the  intelligence  or  the 
foresight  to  give  it.     Girls  have  gone  from  elementary 


mothercrapt:  its  meaning,  scope,  and  spirit    3 

school  directly  into  industry,  or  to  high  school  and 
college,  or  to  finishing  school  and  society.  Educators 
and  vocational  guides  have  frequently  overlooked  it  in 
educational  and  vocational  conferences,  exhibits,  and 
guidebooks. 

And  yet  to-day  in  America,  the  care  and  training  of 
young  children  is  chiefly  in  the  hands  of  women. 
Seventy-five  per  cent,  of  women  in  America  are  married, 
and  presumably  most  of  them  have  the  responsibility 
of  children  in  their  own  homes. 

There  are  ten  million  children  under  six  years  of  age 
whose  care  and  training  is  naturally  in  the  entire  con- 
trol of  their  homes.  There  are  fourteen  million  chil- 
dren between  five  and  fifteen  years  of  age  who,  on  the 
average,  spend  thirty  hours  a  week,  for  forty  weeks 
a  year,  in  school,  while  all  the  rest  of  their  life  —  about 
seventy  per  cent,  of  their  waking  hours,  as  well  as  all 
their  sleeping  hours  —  is  in  the  control  of  their  mothers 
and  fathers. 

Nursing,  within  fifty  years,  has  become  a  profession, 
and  to-day  it  is  almost  impossible  for  a  woman  to  find 
employment  as  a  nurse  unless  she  has  h^d  a  special 
training  for  three  years.  Yet  nursing  has  only  to  do 
with  sick  folk,  usually  in  a  hospital,  which  is  still  a 
far  cry  from  the  daily  care,  hygiene,  and  training  of 
the  normal  child  in  a  home.  For  an  equal  period, 
teachers  of  young  children  have  been  expected  to  take 
a  special  normal  course  of  two  to  four  years.  Yet  this 
training  has  had  little  to  do,  until  recently  in  some 
quarters,  with  hygiene,  biology,  or  the  psychology  of 
the  child,  but  has  concerned  itself  chiefly  with  subjects 
in  the  curriculum  and  with  masses  of  children  in 
an  artificial  grouping  and  environment,  foreign  to 
their  native  interests  and  inimical  to  their  physical 
needs. 

Only  within  the  last  twenty-five  years  has  medicine 
developed  pediatrics  —  the  special  study  of  children's 


4  THE  MOTHERCRAFT  MANUAL 

treatment.  Child-hygiene  is  still  later  as  an  exact 
science.  Child-study,  as  an  exact  science,  dates  back 
to  Froebel  and  the  early  nineteenth  century,  and  is 
still  a  new  field. 

The  mother  in  her  home,  herself  with  slight  special 
preparation,  busy  with  her  children,  could  scarcely 
have  been  expected  to  keep  pace  with  these  develop- 
ments and  to  teach  them  to  her  daughters,  even  had 
she  the  foresight.  The  higher  institutions  of  learn- 
ing, naturally  among  the  most  conservative  forces  of 
society,  have  not  yet  begun  to  perceive  the  significance 
of  such  a  subject  as  mothercraft  in  the  curriculum, 
although  the  beginnings  of  some  phases  are  being  made. 
The  secondary  and  elementary  schools,  bound  by  the 
fetish  of  college  requirements,  are  only  beginning  to 
show  here  and  there  indications  of  efforts  to  prepare 
for  living  instead  of  simply  for  college. 

And  the  young  woman  —  still  immature,  in- 
experienced, and  therefore  not  appreciative  of  life's 
values  and  impending  responsibilities  —  has  had  neither 
the  guidance  of  school  and  home,  nor  the  educational 
opportunity,  nor  the  personal  foresight  to  prepare 
adequately  for  this  vocation. 

What  is  the  consequence?  A  generation  of  women, 
the  majority  of  whom  are  notoriously  (and  some- 
times shamelessly)  ignorant  and  unskilled  in  the 
most  vital  and  significant  human  responsibilities.  In 
millions  of  homes  women  are  wasting  their  time  and 
energy,  losing  the  joy  of  their  motherhood  (and  too 
often  their  little  ones),  perplexed,  harassed,  over- 
burdened, because  they  are  bungling,  stumbling 
blindly,  groping  at  their  vocation.  And  those  they 
love  most  dearly  are  paying  the  penalty,  in  less  happy 
homes,  less  efficient  lives.  Hundreds  of  thousands  of 
self-supporting  young  women  every  year  are  going 
into  industrial  or  commercial  work  or  school  teaching, 
not  because  they  prefer  it,  but  because  opportunities 


mothercraft:  its  meaning,  scope,  and  spirit    5 

for  acquiring  the  requisite  skill  are  at  hand,  and  condi- 
tions of  work  have  been  standardized.  Hundreds  of 
thousands  of  mothers  with  young  children  are  seeking 
in  vain  for  assistants  of  desirable  personality  and  effi- 
cient training.  For  such  workers  there  has  been  no 
adequate  opportunity  for  training  and  no  standardizing 
of  working  conditions.  In  all  this,  America  is  far 
behind  both  Germany  and  England. 

What  does  mothercraft  require  in  its  practitioners? 
First,  personality :  love  of  children  and  sympathy  with 
child-nature,  responsibility,  patience,  thoroughness  in 
the  minute  details  day  in  and  day  out,  self-control, 
good  judgment,  adaptability,  the  play  spirit.  Funda- 
mental also  are  open-mindedness,  spiritual  vision,  and 
the  poise  that  results  from  a  well-regulated  physical 
regime  and  a  firm  apprehension  of  eternal  verities. 

Then  knowledge :  a  sound  foundation  in  the  funda- 
mental principles  and  vital  facts  of  applied  biology, 
psychology,  sociology,  ethics,  economics,  natural 
sciences,  play,  arts,  as  they  relate  to  the  home,  the 
family,  and  childhood.  Equally  important  is  the 
scientific  mind  that  knows  how  to  approach  new  prob- 
lems and  receive  new  principles. 

Then  technique :  the  actual  doing  and  practice  of 
mothercraft.  Knowledge  is  of  no  value  until  it  is 
translated  into  efficient  action.  There  must  be  little 
children  to  care  for,  tend,  play  with,  educate. 

What  of  fathercraft?  Every  child  has  two  parents, 
equal  in  responsibility  for  his  heredity  and  likewise  for 
his  rearing.  Fathers  could  hardly  be  expected  ordi- 
narily to  be  versed  in  the  intricacies  of  clothing,  feed- 
ing, and  bathing  the  baby.  But  why  should  not  every 
man  understand  the  principles  of  hygiene  and  foods 
as  a  matter  of  his  general  knowledge  quite  as  much  as 
for  cooperation  with  the  mother  in  the  children's 
regime?  Why  should  he  not  with  equal  zest  make  a 
study  of  growth  and  development  during  childhood? 


6  THE  MOTHERCRAFT  MANUAL 

Even  more,  why  should  he  not  be  intimately  acquainted 
with  child  psychology  and  the  fundamental  principles 
of  child  training  and  education,  that  he  may  under- 
stand his  own  children  and  cooperate  sympathetically 
in  their  upbringing  ?  Is  there  any  valid  reason  why  he 
should  not  be  equally  acquainted  with  the  sociology 
of  the  home,  the  meaning  and  principles  of  eugenics, 
the  psychology  of  harmony  in  home  life  ? 

There  is  no  profession  open  to  either  men  or  women 
that  offers  such  opportunities  for  personal  culture, 
individual  expression,  technical  skill,  scientific  re- 
search, social  contribution  and  welfare,  as  mother- 
craft.  Perhaps  the  very  comprehensiveness  of  it 
and  its  humanness  have  presented  a  problem  so  com- 
plex that  it  has  baffled  the  educators  and  delayed  its 
admission  to  academic  dignity. 

Through  the  channels  of  child  welfare,  eugenics,  and 
pediatrics,  a  keener  sense  of  responsibility  toward  the 
child  unborn  is  developing.  Through  the  increasing 
knowledge  of  heredity,  child  psychology,  and  education, 
a  clearer  vision  is  appearing  to  young  men  and  young 
women  of  what  they  themselves  might  have  been,  and 
of  what  they  may  yet  create  and  develop  by  combining 
wisdom  with  their  great  love.  Philanthropists  are 
realizing  the  futility  of  simply  relieving  immediate 
suffering,  crime,  inefficiency,  for  generation  after  gen- 
eration. They  are  looking  to  the  elimination  of  the 
causes:  ignorance  of  the  rudiments  of  living,  poor 
heredity,  neglect  in  childhood,  unsanitary,  ugly,  un- 
spiritual  living  conditions.  *'  There  is  no  wealth  but 
life,"  we  are  realizing  with  Ruskin.  Statesmen  and 
legislators  are  beginning  to  see  that  the  stability  of 
society  and  the  State  demand  that  the  organizing  of 
homes,  the  founding  of  families,  the  spending  of  family 
incomes,  shall  not  be  intrusted  to  novices  and  unskilled 
workers.  As  indications  of  this,  we  have  the  recently 
established  Children's  Bureau,  and  the  Smith-Lever 


MOTHERCRAFT :    ITS  MEANING,  SCOPE,  AND  SPIRIT     7 

Bill  with  its  appropriation  for  education  that  includes 
home-making. 

In  America,  clubs,  reading  courses,  and  special  corre- 
spondence for  parents  have  been  developed  in  the  last 
quarter  century  by  the  International  Congress  of 
Mothers,  Parent-Teachers'  Association,  Home  and 
School  League,  American  Institute  of  Child  Life. 
This  is  good  and  is  helping  many  parents  in  meeting 
their  perplexities,  but  as  a  national  means  of  vocational 
training,  its  psychology  and  pedagogy  is  shortsighted 
and  inefficient. 

What  banker  would  trust  his  ledgers  to  a  youth  just 
out  of  school,  whose  only  special  preparation  for  book- 
keeping was  a  current  reading  course  in  business 
methods?  What  woman  would  permit  a  man  to  ex- 
periment on  her  garden  if  he  was  just  beginning  a 
correspondence  course  in  agriculture?  What  business 
man  wants  to  intrust  his  correspondence  to  a  stenog- 
rapher just  out  of  a  business  course,  even  after  months 
of  such  vocational  training?  All  this  is  recognized 
as  inefficient,  wasteful,  expensive  in  business;  how 
much  more  so  is  it  in  the  home,  where  precious  human 
lives  are  the  factors  to  be  dealt  with. 

Slowly,  but  certainly,  there  is  coming  a  new  ideal  in 
education.  Children  and  young  people  are  to  be 
prepared  for  living.  They  are  to  know  how  to  develop 
physical  vitality  and  mental  ability  and  spiritual 
power.  They  are  to  be  prepared  in  spirit  and  intelli- 
gence, in  skill  and  in  science,  in  personality  and  tech- 
nique for  the  responsibilities  that  most  of  them  will 
assume,  for  the  greatest  responsibility  any  of  them  can 
assume  —  home-making  and  family  rearing. 

Both  the  school  and  the  home  are  responsible  for 
the  preparation  of  these  future  parents.  They  must 
apply  to  this  vocational  problem  all  their  knowledge 
of  psychology  and  pedagogy.  Right  habits  of  regu- 
larity, responsibility,   self-control,   must  be  carefully 


8  THE  MOTHERCRAFT  MANUAL 

trained  in  those  babyhood  and  early  childhood  stages ; 
the  manual  phases  of  household  work  are  to  be  taught 
in  the  manual  stage  before  the  teens;  boys  and  girls 
are  to  be  imbued  with  a  wholesome,  responsible  spirit 
toward  motherhood  and  fatherhood  and  the  home 
which  they  are  taught  to  look  forward  to  as  the  goal 
for  themselves;  girls  in  their  teens  are  to  have  com- 
panionship and  experience  with  little  children,  learning 
the  essential  details  and  the  significant  guiding  prin- 
ciples of  their  high  calling  in  a  practical,  human, 
motherly  way,  under  wise  and  sympathetic  teachers. 
Girls,  and  boys  likewise,  will  be  encouraged  to  foresee 
the  significance  and  values  and  responsibility  of  home 
and  family,  and  to  conduct  themselves  worthily  of 
such  a  mission. 

Secondary  and  elementary  schools  are  beginning  to 
give  school  credit  for  assistance  at  home.  Domestic 
science  and  art  are  now  taught  in  hundreds  of  schools. 
Their  field  as  yet  is  narrowly  restricted  to  the  mechanics 
of  the  household,  usually  taught  in  an  academic  way. 
This,  however,  is  an  entering  wedge  for  more  practical, 
comprehensive,  and  human  phases  of  home-making 
education  whenever  school  administrators,  teachers, 
and  parents  shall  see  that  vision.  The  day  seems  not 
distant  when  colleges  generally  will  give  credit  for  all 
home-making  branches,  as  a  few  do  now  for  some 
phases.  We  may  even  yet  see  universities  granting 
M.A.  and  Ph.D.  degrees  in  mothercraft  and  father- 
craft,  as  well  as  in  philology,  astronomy,  history,  or 
other  more  consequential  branches  of  learning.  College 
alumnse  themselves  are  making  earnest  appeals  to  their 
Alma  Maters  to  prepare  their  students  for  home-making 
responsibilities.  It  is  not  unthinkable  that  the  col- 
leges, before  many  decades,  might  even  include  the 
preparatory  work  in  these  subjects  among  their  entrance 
requirements,  as  they  now  do  algebra  and  Latin.  In 
that  day  "  applied  science  "  will  be  esteemed  more 


mothercraft:  its  meaning,  scope,  and  spirit    9 

worthy  than  "  pure  science  '\  and  ability  to  utilize 
more  honorable  than  ability  to  memorize.  By  the 
next  century,  a  mothercraft  course  may  become  as 
conventional  a  part  of  the  curriculum  of  a  finishing 
school  as  French  or  vocal  training  or  aesthetic  dancing ; 
and  its  rudiments  as  requisite  as  a  certificate  of  age 
for  working  papers;  and  preparedness  in  fathercraft 
as  stringent  a  requirement  for  a  marriage  license  as  a 
medical  certificate.    Why  not  ? 


CHAPTER  II 
ESTABLISHING  THE  HOME 

The  Purpose  of  the  Home.  The  cause,  historically, 
and  the  reason,  socially,  for  the  home  is  the  child  and 
the  family.  Home  is  the  great  training  school  of  life 
for  parents  as  well  as  for  children.  It  is  not  merely 
a  place  to  eat  and  sleep ;  any  boarding-house  can  pro- 
vide that.  The  ideal  home  is  a  community  of  congenial 
spirits,  a  place  of  inspiration,  comfort,  rest  of  spirit  as 
well  as  of  body.  Here  dwell  together  two  who  have 
chosen  each  other  as  comrades  in  the  complex  problem 
of  living,  to  share  their  fare,  their  mirth,  their  troubles, 
to  give  cheer  in  distress,  encouragement  in  struggle, 
ambition  for  achievement,  sympathy  in  trial  and  hap- 
piness, friendly  criticism  to  refine ;  and  to  cooperate  in 
their  mutual  desire,  responsibility,  joys,  and  trials  of 
rearing  a  family. 

As  yoimg  men  and  women  face  squarely  the  possi- 
bilities in  a  home,  as  they  perceive  the  causes  of  dis- 
cord in  family  life,  and  study  the  basis  of  family  stability 
and  happiness,  as  they  take  the  time  before  marriage 
to  compare  sincerely  their  ideals,  tastes,  standards, 
expectations,  they  will  minimize  the  possibilities  of 
later  discord  —  even  tragedy.  If  they  cannot  agree 
sincerely  and  heartily  on  economic,  social,  physiological, 
and  psychological  adjustments  before  the  wedding  cere- 
mony, when  each  has  the  altruism  of  romance  and  the 
spur  of  the  game,  how  can  they  expect  to  adjust  them- 
selves amicably  afterwards,  in  the  severe  test  of  every- 
day needs  and  situations? 

10 


ESTABLISHING  THE  HOME  11 

Marriage  is  the  concern  of  the  individual,  because 
his  happiness  and  his  activity  are  involved.  It  is 
also  the  concern  of  the  State,  because  property  rights, 
social  harmony,  and  future  citizenship  are  involved. 
A  brief  study  of  the  historical  and  social  development 
of  the  home  and  family  relations  will  give  a  surer  basis 
for  the  rational  discussion  of  this  problem  than  would 
a  theoretical  discussion  based  merely  on  prejudices  of 
individualism  or  altruism. 

Evolution  of  Marriage.  In  the  human  species, 
infancy  is  prolonged  over  several  years.  From  this 
mutual  care  by  the  mother  and  the  father  in  primitive 
society,  there  evolved  the  mutual  love  for  the  little  child 
and  later  for  each  other ;  and  with  this  the  permanent 
relationship  which  alone  could  produce  the  organiza- 
tion of  the  family.  The  beginnings  of  morality  like- 
wise developed  from  this  sense  of  a  community  interest 
which  called  for  a  subordination  of  selfish  desires. 

For  ages  mankind  has  experimented  with  different 
forms  of  family  relation  and  home  organization,  trying 
to  discover  which  serve  best  to  foster  the  child,  con- 
serve the  State,  and  satisfy  the  men  and  women  who 
form  the  family.  Under  different  social  and  economic 
conditions,  polygamy  and  polyandry  (more  than  one 
wife  or  husband),  promiscuity  (several  temporal  hus- 
bands or  wives)  and  monogamy  (one  husband  or  wife) 
have  been  tried. 

Polygamy,  in  primitive  society,  developed  where 
women  were  in  excess,  or  their  labor  increased  family 
income,  or  where  a  man's  fortune  enabled  him  to  sup- 
port more  than  one  wife  and  her  children.  The 
polygamous  nature  of  man  was  accepted  by  Egyptian, 
Greek,  Roman,  and  Mohammedan  religions,  and  its 
practice  permitted  by  their  statutes.  The  Jewish  na- 
tion early  evolved  from  polygamy  to  monogamy,  and 
incorporated  the  latter  into  its  religion  and  customs. 
Anglo-Saxon  ideals  were  of  monogamy.    The  teachings 


12  THE  MOTHERCRAFT  MANUAL 

of  Christ  emphasized  monogamy.  The  early  Christian 
teachers  even  carried  this,  as  other  ideals,  to  its  farthest 
extreme,  and  preached  the  ideal  of  celibacy.  It  re- 
mained for  Mormonism  to  sanctify  polygamy  and 
make  it  a  duty.  But  polygamy,  which  was  flatly 
opposed  by  the  general  sentiment  of  the  United  States, 
was  short-lived  in  the  territory  of  the  Mormon  Church. 
The  local  feeling  on  this  issue  at  present  may  be  sum- 
marized in  the  following  sentiment,  expressed  by  a 
distinguished  citizen  of  Utah : 

*'  Our  citizenship  must  be  world  citizenship.  It  is  a 
matter  of  common  knowledge  and  comment  that  that 
citizen  is  most  valuable  to  his  town  who  can  see  the 
town's  needs  in  relation  to  those  of  his  county;  that 
he  is  of  most  value  to  his  county  who  sees  that  county 
as  a  constituent  part  of  the  state  and  consents  to  noth- 
ing for  his  county  that  would  hurt  the  state ;  that  a 
state's  most  valuable  and  serviceable  citizen  is  the  man 
who  has  the  power  in  his  thinking,  reasoning,  and  act- 
ing to  rise  above  sectionalism  and  act  as  a  citizen  of 
the  nation.  This  is  the  test  to  which  our  citizenship 
must  submit  —  the  standard  up  to  which  it  must 
measure." 

In  primitive,  as  well  as  in  civilized  societies,  the 
beginning  of  a  new  home  is  customarily  celebrated  with 
civil  and  religious  ceremonies ;  customs  and  laws  pro- 
vide for  the  relative  rights  of  the  husband  and  wife  to 
their  persons,  their  children,  their  property,  and  the 
returns  from  their  labor.  Infidelity  (particularly  of 
the  wife),  common -law  marriages  (living  as  husband 
and  wife  without  legal  marriage),  promiscuous  relations, 
divorce,  have  generally  been  branded  as  anti-social 
and  reprehensible,  expressions  of  lack  of  self-control, 
altruism,  and  foresight. 

Mankind  is  finding  through  the  experience  of  the 
ages  that  monogamy  best  conserves  child  life,  the  home, 
the  State,  and  individual  happiness.     It  has  found 


ESTABLISHING  THE  HOME  13 

that  irresponsible  parenthood,  shallowness  of  marital  or 
parental  affection,  promiscuous  relations,  all  endanger 
the  life  and  welfare  of  the  child.  It  has  learned  that  mar- 
riage customs  and  laws  requiring  considerable  formal- 
ity and  therefore  deliberation  of  the  contracting  parties, 
reduced  the  proportion  of  hasty,  unsatisfactory,  and 
temporary  unions  with  their  uncertain  responsibility  for 
the  children,  and  their  quarrels  over  property.  Many 
factors  have  contributed  to  the  establishment  of  the 
really  monogamous  family  and  home  as  the  social 
ideal  and  the  increasing  social  practice.  The  lengthen- 
ing period  of  infancy,  with  the  consequent  longer 
period  of  mutual  cooperation  of  parents  in  nurture 
and  training;  realization  of  the  Christ  spirit  of  love 
for  others,  of  respect  for  the  value  and  individuality  of 
every  human  life;  the  consequent  refinement  of  the 
emotional  life  and  social  feeling,  and  the  sublimating 
of  sex  instincts  to  the  development  of  a  richer  person- 
ality, to  mental  creative  work  and  to  social  service; 
the  democratization  of  education  and  social  status; 
freedom  in  choice  of  a  marriage  partner  —  all  have 
contributed  a  part. 

Freedom  of  choice  has  been  far  less  prevalent  than 
capture,  purchase,  or  family  contract,  in  marriages  of 
the  past.  It  is  wearisome  to  even  try  to  imagine  the 
procession  of  brides,  since  those  early  days  of  the 
cavemen,  who  had  no  choice  in  the  matter  of  their 
husbands.  For  what  countless  millions  of  brides 
was  the  marriage  arranged  by  barter  between  their 
fathers  and  their  future  household  lords,  sometimes 
the  father  requiring  a  purchase  price,  sometimes  the 
bridegroom  demanding  a  dowry.  What  millions  of 
girls  have  been  selected  while  mere  children  as  the 
future  wives  and  slaves  of  their  husbands  and  the 
family  drudges  of  the  household.  How  many  millions 
of  brides  and  bridegrooms  have  never  been  consulted 
as  to  their  personal  feelings  or  desires,  but  have  been 


14  THE  MOTHERCRAFT  MANUAL 

married  because  the  elders  of  their  families  decreed  it. 
Under  all  such  conditions,  if  husband  and  wife  devel- 
oped affection  for  each  other,  that  was  so  much  of 
advantage  to  them  from  the  combination;  otherwise 
they  must  adapt  themselves  as  best  they  could  to  the 
daily  round  of  life  in  their  common  dwelling  and 
throughout  their  family  responsibilities. 

Trial  marriages  have  been  an  experiment  in  many 
societies.  They  are  based  upon  suspicion  and  expec- 
tation of  termination,  instead  of  upon  that  whole- 
hearted confidence  and  expectation  of  endurance  which 
is  the  basis  of  a  permanent  relation.  Psychologically, 
therefore,  their  basis  is  false  and  weak.  They  presented 
a  crude  method  of  testing  mutual  adaptation  and 
affection,  which  to-day  may  be  gained  by  visiting  a 
few  weeks  in  each  other's  families,  by  thorough  prelim- 
inary discussion  of  problems  of  adjustment,  and  by 
consultation  with  a  competent  physician,  biologist,  and 
sociologist  or  a  mature  and  thoughtful  counsellor. 

Thus  has  marriage  evolved  by  stages  from  biological 
matings,  based  on  physical  attraction ;  to  the  business 
contract,  based  on  economic  relations;  to  the  social 
contract,  based  on  social  advantage  to  the  family, 
clan,  or  State ;  and  finally  to  a  spiritual  relationship, 
based  on  mutual  social  and  intellectual  interests  and 
ties.  Romantic  love  as  a  general  experience  in  mar- 
riage has  developed  only  during  the  past  few  hundred 
years.  No  one  of  these  phases  —  the  biological, 
economic,  social,  or  spiritual  —  can  be  ignored  in 
marriage  to-day  without  disaster,  as  divorce  records 
and  daily  observation  show  so  clearly.  To  ignore  the 
higher  relationships  and  base  marriage  simply  on  the 
biological  or  material  is  to  revert  back  to  a  lower  stage 
in  human  development.  A  marriage  based  simply  on 
physical  attraction  soon  loses  its  glamour,  and  is  as  a 
house  built  upon  the  sands.  The  enduring  ties  are 
those  of  spiritual  comradeship,    It  is  this  spiritual- 


ESTABLISHING  THE  HOME  16 

biological  love,  evolving  with  the  personality  and  soul 
of  man,  that  has  inspired  the  great  wealth  of  spiritual 
creations  in  poetry,  music,  drama,  and  painting. 

The  American  young  woman  of  to-day,  especially 
of  the  middle  classes,  is  economically,  socially,  and 
religiously  free  to  choose  from  among  her  suitors  the 
one  she  finds  most  congenial  and  whom  she  really 
loves.  Legislators  are  providing  in  many  States  for 
the  woman's  equal  rights  in  marriage  to  her  person, 
property,  and  children.  Churches,  associations,  and 
parents  are  awakening  to  their  responsibility  in  pro- 
viding natural  and  wholesome  social  opportunities  for 
young  men  and  women  to  become  acquainted.  If  a 
woman  does  not  find  her  ideal  in  the  community  where 
she  lives,  she  is  socially  free  to  migrate  to  any  part  of 
the  country,  enter  any  one  of  a  thousand  occupations, 
and  seek  until  she  finds  a  suitable  helpmeet.  In  this 
country,  in  contrast  to  Europe,  there  is  an  excess  of 
some  two  million  men  in  the  population.  She  will  find 
a  large  proportion  of  young  men  of  her  social  class  and 
education,  whose  standards  and  habits  of  life  are  as 
fine  as  Sir  Galahad's,  who  have  the  economic  ability 
to  make  a  comfortable  living,  and  who  are  ready  to 
cooperate  intelligently  and  whole-heartedly  in  home- 
making.  The  young  man  of  to-day  will  find  an  in- 
creasing proportion  of  young  women  who  combine 
physical  charm,  social  gifts,  intellectual  comradeship, 
home-making  instincts,  and  preparation. 

Why  Homes  Are  Broken.  In  a  coimtry  where  divorce 
is  easily  obtained  by  either  husband  or  wife,  for  serious 
cause,  the  proportion  of  divorces  is  an  index  (1)  to  the 
percentage  of  dissatisfied  couples  (which  will  always 
be  considerably  higher  than  the  percentage  of  divorces) ; 
and  (2)  to  the  intelligence  and  forethought  with  which 
young  people  enter  marriage.  The  census  of  1910  esti- 
mated one  marriage  in  twelve  ending  in  divorce,  and 
counted  as  direct  parties  about  one  half  of  one  per 


16  THE  MOTHERCRAFT  MANUAL 

cent,  of  the  population,  something  over  three  hundred 
thousand  men  and  women,  with  children  involved  in 
about  sixty  per  cent,  of  these  families.  The  causes 
stated  in  the  court  records  would,  of  course,  be  only 
those  allowed  in  the  laws  as  the  legal  grounds  for 
granting  a  divorce.  These,  in  the  order  of  their  fre- 
quency, were  (1)  desertion  by  the  husband,  (2)  cruelty 
of  the  husband,  (3)  desertion  by  the  wife,  (4)  non- 
support  by  the  husband,  (5)  cruelty  of  the  wife, 
(6)  adultery.  The  most  frequent  real  causes,  as  found 
by  social  investigation,  are  lack  of  self-control,  lack 
of  mutual  ideals  in  regard  to  sex  relations,  ignorance 
of  sex  hygiene,  use  of  alcohol,  irresponsibility,  economic 
extravagance,  disagreement  regarding  the  family  in- 
come, hasty  marriage  after  brief  acquaintance.  Among 
the  other  causes  productive  of  discord  are  selfishness, 
insincerity,  false  pride,  nagging,  poor  housekeeping,  the 
husband's  lack  of  economic  ability ;  marked  differences 
in  age,  education,  social  status,  religion;  abnormal 
craving  for  social  excitement;  unnatural,  crowded, 
unattractive  homes. 

How  Homes  Are  Made  Steadfast  and  a  Benediction. 
The  fundamental  requisite  of  family  happiness  is  love ; 
not  merely  sex  attraction,  which  may  be  wholly  selfish, 
but  love  that  is  service,  happier  to  give  than  to  re- 
ceive, willing  to  share.  In  some  respects  similarity 
between  husband  and  wife  is  important  in  their  social 
and  intellectual  tastes,  moral  standards,  religious 
faith,  refinement,  love  of  children,  rate  of  ability  to 
progress,  degree  of  seriousness  or  frivolousness,  ardor 
and  expression  of  affection.  These  make  for  congenial 
daily  living.  In  some  respects  complementary  qualities 
are  desired.  If  one  is  impatient,  the  other  may  well 
possess  a  degree  of  patience  and  sense  of  humor  to 
meet  this ;  if  one  is  extravagant,  the  other  should  be 
thrifty ;  if  one  is  radical,  the  other  may  well  be  con- 
servative, although   marked   extremes  would   always 


ESTABLISHING  THE  HOME  17 

clash.  The  degree  of  positiveness  in  the  one  should 
approximate  that  in  the  other;  if  equal,  neither  is 
willing  to  yield;  if  very  unequal,  one  domineers  the 
other.  These  complementary  traits  make  for  balance 
of  family  life.  The  qualities  that  each  should  possess 
would  include  responsibility,  self-control,  sincerity, 
kindliness;  freedom  from  drugs,  conscientious  absti- 
nence from  alcohol  and  from  vicious  habits ;  a  degree 
of  maturity  and  experience  equal  to  the  responsibilities 
of  home-making  (usually  not  under  twenty  years  for 
women  and  twenty-one  for  men),  love  of  home  life 
and  of  children ;  good  health,  freedom  from  any  serious 
germ  disease,  a  family  history  free  from  criminal  tenden- 
cies, alcoholism,  mental  defects,  tuberculosis.  A  gam- 
bler, spendthrift,  flirt,  vacillating  or  superficial  man  or 
woman,  or  one  who  is  "  sowing  wild  oats  ''  has  not  the 
qualifications  for  establishing  a  home.  The  man 
should  be  able  to  earn  a  comfortable  living,  and  the 
woman  to  administer  the  household  efficiently  and 
smoothly.  Every  woman  should  have  some  means  of 
making  her  livelihood  at  the  time  she  marries;  it 
will  greatly  increase  her  husband's  respect  for  her  and 
be  a  source  of  confidence  to  herself.  She  usually 
cannot  do  better,  from  the  economic  aspect,  than  to 
become  thoroughly  skilled  in  phases  of  home-making. 

How  the  family  income  should  be  divided,  what 
share  the  wife  shall  have  for  household  use  and  for  her 
personal  use,  is  so  diplomatic  and  acute  a  problem  that 
it  should  be  as  sincerely  and  frankly  discussed  as  all 
these  other  phases. 

Whether  the  wife  should  undertake  work  besides 
managing  the  home-making  is  a  moot  question.  Cer- 
tainly her  first  responsibility  is  to  make  a  home  not  only 
comfortable  but  inspiring.  She  needs  to  have  such 
opportunity  for  relaxation,  meditation,  reading,  per- 
sonal development,  that  however  weary  and  tense  her 
husband  may  return  in  the  evening,  she  can  give  rest, 


18  THE  MOTHERCRAFT  MANUAL 

good  cheer,  and  refreshment  of  spirit,  because  of  her 
reserve  of  vitality,  and  can  send  him  each  morning 
to  his  work  with  the  courage  and  good  spirits  stimulated 
by  her  blitheness.  She  needs,  also,  to  be  storing  re- 
serve strength  for  her  children. 

The  location  of  the  house  greatly  affects  the  family 
life.  Ideally,  it  should  be  a  separate  dwelling,  with  a 
porch  for  outdoor  social  life,  a  garden  where  all  members 
of  the  family  have  room  to  work  and  play,  with  rooms 
enough  for  individual  privacy ;  and  it  should  be  owned, 
not  rented. 

The  minimum  income  on  which  two  people  may 
advisably  marry  will  depend  largely  upon  their  degree 
of  adaptability,  patience,  and  sense  of  humor.  Ac- 
quaintance before  marriage  may  safely  be  not  less 
than  a  year  and  preferably  two,  not  only  for  thorough 
and  sincere  acquaintance,  but  for  the  possibility  of  the 
reaction  and  even  repulsion  that  is  so  likely  to  follow 
a  violent  case  of  love  on  short  acquaintance.  If  love 
is  too  ardent,  it  needs  this  discipline  of  patience  and 
restraint.  If  it  is  deep  enough  to  last  through  the  rest 
of  time,  it  will  stand  the  test  of  waiting. 

Having  established  their  home,  husband  and  wife 
may  well  cultivate  their  love  wisely,  seeing  that  it 
does  not  starve  from  lack  of  service  in  little  thought- 
fulnesses  ;  that  it  is  not  surfeited  by  too  much  of  sweet- 
ness or  selfish  expression;  that  it  is  protected  by 
residence  separate  from  relatives,  friends,  strangers; 
that  both  have  individual  social  life  and  friends  and 
pursuits  so  that  they  do  not  become  wearisome  to 
each  other ;  that  they  busy  themselves  in  some  mutual 
objective  interest  —  social  welfare,  club,  lodge  work  or 
a  reading  course.  The  few  minutes  spent  together 
each  day  in  gaining  inspiration,  either  in  religious  wor- 
ship, or  reading  from  some  great  book,  or  singing  noble 
songs,  will  do  much  to  keep  the  family  life  harmonious 
and  to  reduce  the  petty  frictions.     It  is  well  to  agree 


ESTABLISHING  THE  HOME  19 

on  the  first  day  —  and  carry  through  the  agreement  — 
that  if  misunderstanding  or  the  least  suspicion  arises, 
it  shall  be  frankly  and  thoroughly  faced,  discussed, 
and  eliminated,  remembering  that  it  is  "  the  little 
rift  within  the  lute  "  that  silences  the  music.  Then, 
as  the  poet  sings : 

**  Through  the  long  years  liker  must  they  grow, 
The  man  be  more  of  woman,  she  of  man ; 
He  gain  in  sweetness  and  in  moral  height, 
Nor  lose  the  wrestling  thews  that  throw  the  world, 
She,  mental  breadth,  nor  fail  in  childward  care. 
Nor  lose  the  childlike  in  the  larger  mind ; 
Until  at  last  she  set  herself  to  man 
Like  perfect  music  unto  noble  words." 


CHAPTER   III 
FINDING  THE  MEANS  FOR  MOTHERCRAFT 

**  Efficient  housekeeping  is  the  beginning  of  good  citizenship." 
—  Professor  Martha  Van  Rensselaer. 

The  Budget.  Many  young  people  hesitate  to  marry 
on  a  modest  income,  either  through  confessed  inabihty 
to  manage  a  small  budget,  or  an  unwillingness  to  begin 
humbly  and  live  simply.  Many  mothers  are  sorely 
perplexed  over  the  problem  of  finding  time  and  energy 
from  their  household  work  for  the  education  of  and 
play  with  their  children.  Parents  are  perplexed  over 
how  to  provide  for  and  educate  more  than  one  or^two 
children  in  what  they  consider  a  fitting  manner. 

Efficiency  Methods.  The  whole  complexity  may  be 
reduced  to  definite  problems  of  philosophy,  scientific 
efficiency,  physics,  and  mathematics.  The  first  step 
is  to  appreciate  the  relative  value  of  life  and  of  things, 
of  genuine  simplicity  and  vulgar  show;  of  educating 
the  children  to  share,  to  carry  responsibility,  to  be  self- 
reliant,  or  to  be  selfish,  dependent,  luxury-loving. 

Second,  all  the  labor-saving  machinery  in  the  world 
will  but  slightly  reduce  the  output  of  time  and  energy 
in  the  household  work  unless  the  worker  will  apply  her 
mind  to  the  problem,  adapt  herself  to  new  ways  of 
performing  a  piece  of  work,  and  be  willing  to  think. 

Third,  the  individual  problem  must  be  studied. 
Have  a  regular  monthly  session  to  analyze  seriously, 
with  pencil  and  paper,  the  household  situation,  and  to 
question  every  process  of  work  and  every  expenditure. 

20 


FINDING  THE  MEANS  FOR  MOTHERCRAFT  21 

Can  the  household  regime  be  made  simpler  yet  socially 
efficient?  Where  is  there  waste  of  energy,  time, 
materials,  income?  How  can  the  accumulation  of 
dirt  and  dust  be  reduced  ?  How  can  dishwashing  and 
laundry  work  be  reduced?  How  can  time  spent  in 
cooking  be  decreased?  How  could  any  work  be  done 
in  a  less  tiring  position?  Where  could  there  be  a 
reduction  in  the  number  of  steps,  trips,  arm  move- 
ments, duplications  of  work,  arranging  which  requires 
later  disarrangement?  Where  could  pipes,  drains, 
hose  lines,  faucets,  pulleys,  speaking  tubes,  signals, 
or  other  simple  mechanical  devices  reduce  time  and 
labor  ?  What  work  could  be  done  by  a  part-time  helper 
at  an  hourly  or  daily  rate?  What  is  the  difference  in 
cost  between  food  cooked  at  home  or  purchased  al- 
ready cooked  ?  What  has  been  the  loss  from  food 
wasted,  spoiled,  thrown  away,  improperly  cooked? 
Could  any  foods  be  purchased  directly  from  the  pro- 
ducer, with  a  saving  of  cost?  Are  the  dealers  sending 
honest  measures  and  correct  bills  ?  How  could  a  reduc- 
tion be  made  in  the  cost  of  fuel  or  of  lighting  ? 

Domestic  engineers,  housekeeping  experiment 
stations,  household  efficiency  laboratories  already 
exist,  but  they  are  so  new  that  the  terms  are  not  yet 
quite  familiar.  It  may  prove  a  great  saving  of  time 
and  energy  to  consult  one  of  the  new  domestic  engineers, 
whose  business  it  is  to  analyze  a  kitchen  or  a  house  or  a 
family  budget,  plan  its  rearrangement  for  economy  of 
time,  energy,  and  money,  recommend  labor-saving 
machinery,  or  organize  a  system  of  routine. 

Fourth,  begin  at  once  to  put  efficiency  principles 
into  practice  in  the  household  work.  Do  not  dawdle 
or  potter  over  work.  Analyze  the  work  of  the  house- 
hold into  units,  for  example,  preparation  of  brealdast, 
laying  and  clearing  the  dining  table,  care  of  a  bedroom, 
washing  the  dishes.  Specify  the  maximum  amount 
of  time  each  unit  is  worth,  then  see  how  this  can  be 


22  THE  MOTHERCRAFT  MANUAL 

reduced,  using  the  fewest  arm  motions  and  least 
walking. 

Saving  Time  and  Energy.  Learn  to  plan  and  or- 
ganize work.  Have  a  monthly,  weekly,  and  daily 
schedule  of  work.  It  will  often  be  necessary  to  vary 
this,  but  a  well-planned  schedule  will  nevertheless 
reduce  the  time  otherwise  wasted  in  unnecessary  du- 
plication and  without  definite  purpose.  "  A  stitch  in 
time  saves  nine."  This  applies  to  sanitation,  plumb- 
ing, cleaning,  gardening,  colds,  and  sore  throats,  as 
well  as  to  socks  and  frocks. 

Study  how  to  eliminate  useless  motions.  Make 
exact  studies,  using  a  watch  and  a  record  pad.  Ob- 
serve how  many  trips  were  made  in  laying  the  table, 
and  the  length  of  time  required.  Discover  ways  of 
reducing  this  by  half,  through  use  of  a  tray,  more  con- 
venient arrangement  of  supplies,  fewer  dishes,  simpler 
service.  Make  similar  studies  with  other  processes, 
such  as  cleaning  a  room,  or  preparing  a  meal. 

In  an  ordinary  household,  preparation  of  breakfast 
for  a  family  of  five  persons  should  not  require  more 
than  half  an  hour;  lunch  from  twenty  minutes  to  an 
hour;  dinner  from  half  an  hour  to  two  hours.  The 
daily  care  of  a  bedroom  should  be  completed  in  ten  to 
twenty  minutes.  Washing  of  dishes,  clearing  of 
dining  room  and  kitchen,  should  be  finished  in  from 
twenty  to  sixty  minutes  after  a  meal.  The  weekly 
washing  for  such  a  family  should  be  completed  in 
four  to  six  hours,  and  likewise  the  ironing.  Five  hours 
a  week  is  enough  to  spend  in  baking,  and  only  two 
should  be  necessary  if  bread  is  not  made. 

Make  out  the  menus  for  a  whole  week,  revising  daily 
as  necessary.  This  will  assure  better-balanced  menus, 
more  variety,  economy  of  time  and  money  in  market- 
ing, and  will  prevent  the  worry  of  unpreparedness.  In 
marketing,  purchase  a  two  or  four  months'  supply  of 
such  staples  as  can  be  bought  and  stored  advan- 


FINDING  THE  MEANS  FOR  MOTHERCRAFT  23 

tageously.  Have  a  regular  day  weekly  to  inspect 
supplies  and  order  staples.  Have  two  or  three  regular 
days  a  week  for  purchasing  fresh  vegetables,  fruits, 
meats. 

The  general  architectural  plan  of  a  house,  finish  of 
walls  and  floors,  construction  of  windows,  doors, 
wainscoting,  corners,  mopboards,  can  make  hours  of 
difference  in  the  week's  labor.  Even  when  the  general 
architecture  cannot  be  altered,  the  floors  may  be  im- 
proved. Carpeted  or  waxed  floors  are  the  most  dif- 
ficult to  care  for,  while  those  painted  or  oiled  are  easiest. 
Useless  bric-a-brac,  carved  and  ornate  furniture,  all 
are  dust  and  germ  holders,  and  consume  an  extrav- 
agant amount  of  time  for  their  care.  For  every  un- 
necessary and  useless  piece  of  furniture,  drapery,  or 
utensil,  the  housekeeper  must  pay  a  tax  of  time  and 
strength  in  handling.  The  Japanese  have  learned  the 
beauty  of  simplicity  in  house  furnishing. 

Rearrange  the  plan  of  the  kitchen  until  supplies, 
utensils,  stove,  water,  sink  are  so  placed  that  there 
are  fewest  steps  and  motions,  and  it  is  as  convenient 
as  an  apartment  house  kitchenette.  Tables,  sinks, 
and  ironing  boards  adjusted  to  the  height  of  the  worker 
will  economize  energy.  A  low  stool  to  stand  upon  will 
reduce  the  height  of  work  tables ;  a  detached  wooden 
frame  or  block  on  top  of  a  low  kitchen  table  or  sink  will 
often  give  the  desired  height  without  stooping.  A 
cushioned  stool  or  chair  to  sit  upon  while  doing  sta- 
tionary work,  or  a  soft  rug  under  feet  while  standing, 
all  add  to  comfort. 

Electricity  is  the  housekeeper's  man-of-all-work. 
It  can  heat,  light,  cook,  supply  the  energy  for  the 
vacuum  cleaner,  washing  machine,  wringer,  dish- 
washer. In  some  communities  it  is  now  furnished  at  a 
sufficiently  low  rate  for  such  general  use,  and  other 
communities  can  have  the  same  low  rates  whenever 
the  housekeepers  organize  and  demand  it. 


24  THE  MOTHERCRAFT  MANUAL 

Simple  cooking  is  more  digestible,  nourishing, 
economical  of  labor,  and,  to  a  natural  appetite,  more 
appetizing.  The  most  valuable  part  of  potatoes  and 
apples  is  next  the  skin,  the  removal  of  which  before 
cooking  is  wasteful  of  time  and  materials.  A  coal 
stove  is  an  enormous  consumer  of  time  and  energy. 
An  alcohol  stove  furnishes  the  cleanest  method  of 
cooking,  quite  practicable,  with  a  fireless  cooker 
and  steam  cooker,  for  a  small  family.  Next  in  con- 
venience, and  more  economical,  are  the  gas  or  oil  vapor 
stoves.  A  good  fireless  cooker  vastly  reduces  the  time 
required  in  the  kitchen,  and  cuts  the  fuel  bill  in  half. 

In  serving  meals,  labor  is  saved  by  using  a  tray,  or 
better  still  a  wheeled  tray  with  several  shelves,  which 
may  be  drawn  up  to  the  table  to  hold  the  additional 
courses  and  the  soiled  dishes  as  removed.  A  special 
tray  that  will  fit  the  cupboard  shelf,  to  hold  the  con- 
stant accessories,  will  save  handling. 

Dishwashing  is  an  ever-recurring,  three-times-a- 
day  problem.  There  are  several  fairly  good  dish- 
washing machines  now  on  the  market,  both  electric 
and  hand-power.  If  dishes  must  be  washed  in  the 
old-fashioned  way,  engineering  efficiency  can  be  put 
into  it.  After  washing,  scald  the  china  in  a  wire  basket 
such  as  business  offices  use  for  holding  letters,  and 
leave  to  dry  without  wiping,  then  place  directly  on 
trays  to  take  to  the  table  instead  of  placing  on  shelves 
only  to  take  down  again.  In  times  of  stress  or  of 
picnic  spirit,  papier-mache  or  wooden  dishes  will  save 
time. 

For  cleaning  have  a  vacuum  cleaner,  carpet  sweeper, 
hair  floor  brush,  dustless  mop,  dustless  dusters  or 
cheesecloth  dampened  with  kerosene,  wax  oil  or 
furniture  polish.  It  takes  an  hour  or  two  after  sweep- 
ing for  dust  to  settle ;  this  interval  should  be  allowed 
before  dusting  furniture. 

If  good  laundries,   guiltless  of  injurious  chemicals 


FINDING  THE  MEANS  FOR  MOTHERCRAFT  25 

and  extravagant  rates,  are  not  available  in  the  locality, 
a  cooperative  laundry  providing  these  features  may  be 
organized  and  conducted  by  the  women  of  the  com- 
munity, as  in  many  places  in  Wisconsin.  If  laundry 
work  must  be  done  at  home,  an  equipment  of  a  good 
washing  machine  or  even  a  hand  vacuum  washer,  a 
wringer,  stationary  tubs,  hose  lines,  running  hot  and 
cold  water,  with  sewer  connection  for  waste,  greatly 
reduce  the  time  and  energy  cost.  A  cold  mangle  or 
one  heated  by  gas  or  charcoal  costs  but  a  few  dollars 
and  reduces  by  about  seventy-five  per  cent,  the  labor 
of  ironing  flat  work.  Gas  or  electric  irons  are  in- 
expensive and  energy  saving.  Necessary  laundry 
work  may  be  greatly  minimized  by  providing  silk  or 
cotton  crepon  for  underwear  and  dresses,  seersucker  for 
children's  rompers,  dresses,  and  aprons,  with  doilies 
or  paper  napkins  in  place  of  tablecloth,  at  least  for 
breakfast  and  lunch,  and  paper  towels  for  kitchen 
and  bathroom. 

The  physical  and  mental  condition  of  the  worker 
is  a  very  considerable  factor  in  time  and  energy  cost. 
Work  attempted  when  one  is  fatigued,  nervous,  or 
tense  consumes  vastly  more  energy  and  time.  Learn 
to  relax  at  intervals;  especially  lie  down  for  a  few 
minutes  about  midday.  "  Never  stand  when  you  can 
sit;  never  sit  when  you  can  lie  down."  If  becoming 
nervous  or  tense,  relax  completely,  and  take  long, 
slow,  deep  breaths  of  fresh  air.  Stand  with  the 
weight  on  the  balls  of  the  feet,  head  erect  and  chest 
expanded.  Keep  the  house  air  in  winter  at  efficiency 
point :  between  65°  F.  and  68°  F.  in  temperature,  and 
sufficiently  humid  by  well-filled  water  pans  in  furnace 
pipe  or  by  large  open  dishes  of  water  in  room,  and  with 
a  constant  intake  of  fresh  outside  air. 

Making  the  Most  of  the  Family  Income.  Analyze 
the  family  income  and  spend  it  on  paper  many  times 
before  spending  it  over  the  counter.    Train  the  family 


26  THE  MOTHERCRAFT  MANUAL 

to  spend  less  than  is  planned,  rather  than  more. 
Ordinarily,  for  incomes  up  to  three  thousand  dollars, 
the  following  is  considered  by  economists  a  wise  dis- 
tribution, in  a  family  with  three  children: 


Rent 20% 

Food 25% 

Operating  expenses  (heat,  light,  repairs,  labor,  supplies)  15% 

Clothing 20% 

Education,  recreation,  health,  saving 15-20% 


Personal  ordering  and  selection  of  supplies,  paying 
cash  and  keeping  accounts,  will  furnish  the  greatest 
values  for  expenditures.  Accurate  scales  and  measures 
in  the  kitchen,  with  occasional  tests  of  supplies  sent, 
will  check  errors  or  dishonesty  of  marketmen.  Cost  of 
supplies  may  be  reduced  by  keeping  posted  on  market 
prices ;  buying  in  wholesale  quantities  where  possible, 
in  cooperation  with  other  housekeepers ;  buying  directly 
from  the  producer  wherever  possible;  knowing  the 
reliable  grades  and  brands  of  package  goods.  A 
knowledge  of  the  values  of  common  foods  and  their 
comparative  cost  for  equivalent  food  value  is  indispen- 
sable for  efficiency.  A  reasonable  allowance  is  two 
dollars  to  two  dollars  and  a  half  a  week  for  food  supplies 
for  each  person.  An  ample  quantity  (eighteen  hundred 
to  two  thousand  calories  a  day)  of  nourishing  food  of 
limited  variety  can  be  purchased  for  one  dollar  a  week. 
Luxuries  should  be  had  on  a  four  dollar  weekly  allow- 
ance per  person. 

The  following  table  can  be  expanded  by  any  house- 
keeper. For  other  foodstuffs:  Note  calories  per  pound. 
(Given  in  Government  Bulletin  Number  28  or  Rose's 
Laboratory  Manual  in  Dietetics.)  To  find  the  number 
of  calories  for  one  cent,  divide  calories  per  pound  by 
cost  per  pound.     Fruits  and  green  vegetables,  although 


FINDING  THE  MEANS  FOR  MOTHERCRAFT 


27 


furnishing  few  calories  for  one  cent,  are  needed  each 
day,  for  their  vitamines,  acids,  and  minerals. 

Comparative  Caloric  Food  Values  and  Cost 


Food 


Oatmeal 

Corn  meal  .  .  .  . 
Dried  peas  .  .  .  . 
White  bread .     .     .     . 

Potatoes 

Milk,  per  qt.      .     .     . 

Rice 

Flank  steak  .  .  .  . 
Shredded  wheat  .  . 
Salmon      .     .     .     .     . 

Sirloin 

Eggs  (28  cents  a  doz.) 

Flounder 

Chicken 


Calories 

PER 

Pound 

Cost  per 
Pound 

1803 

4  cents 

1613 

4  ' 

1612 

8  ' 

1174 

6  ' 

378 

2  ' 

675 

9  ' 

660 

10  ' 

1084 

18  ' 

1600 

33  ' 

922 

20  ' 

957 

28  ' 

672 

21  ' 

128 

7  ' 

289 

25  ' 

Calories 

for 
One  Cent 


451 

400 

201 

196 

189 

75 

66 

60 

48 

46 

34 

32 

20 

12 


Locating  the  Home.  Life  in  the  open  country,  town, 
or  suburb  reduces  the  cost  of  living,  as  compared  with 
the  city,  (a)  by  reducing  the  stimulation  and  excitement 
of  daily  life,  and  their  energy  cost;  (b)  reducing  the 
temptations  to  extravagant  and  frivolous  expenditure 
of  money;  (c)  furnishing  better  air  and  more  out- 
door living,  thus  increasing  the  quality  of  life  besides 
decreasing  expenditures  for  illness;  (d)  providing  a 
porch  and  yard  where  children  may  play  in  sight  of 
mother  at  work,  and  where  the  family  may  find  social 
life ;  (e)  providing  space  for  garden  and  poultry,  whose 
care  is  healthful  exercise,  and  whose  products  may  re- 
duce the  expenditure  for  food.  By  purchasing  staples 
at  wholesale  and  organizing  a  cooperative  marketing 
group  for  fruits  and  vegetables,  as  wide  a  variety  and 


28  THE  MOTHERCRAFT  MANUAL 

as  low  a  cost  of  food  is  possible  as  under  most  favorable 
city  conditions.  The  provision  of  rural  traveling 
libraries,  art  exhibits,  educational  picture  films,  the 
use  of  the  schoolhouse  as  a  social  center,  the  improve- 
ment of  education  in  the  rural  and  suburban  school 
with  its  ideal  natural  environment,  all  are  part  of  that 
larger  home-making  for  which  every  mother  and  father 
should  feel  a  responsibility. 

The  Value  of  Life  and  of  Things.  "  The  things  that 
are  seen  are  temporal ;  the  things  that  are  not  seen  are 
eternal."  Do  not  mistake  the  means  for  the  end  in 
housekeeping.  Orderliness,  immaculate  linen,  gar- 
nished rooms  are  means.  Good  cheer,  patience,  kindli- 
ness, reserve  force,  poise  are  of  vastly  greater  value. 
Often  it  is  necessary  to  choose  between  the  two. 
Cherish  simplicity,  beauty,  courtesy,  rather  than  con- 
ventionality, aping  of  passing  modes,  vulgar  show, 
and  ostentation  in  the  house,  equipment,  household 
service,  the  clothing  of  the  family.  Train  every  mem- 
ber of  the  family  to  be  responsible  for  the  care  of  his 
own  belongings  and  to  wait  upon  himself  as  his  share 
in  social  cooperation. 

Let  the  children  from  toddling  time  help  in  the 
household  duties  and  chores.  It  will  be  for  their 
guardians  a  good  training  in  patience,  adaptability, 
and  sympathy.  What  if  their  work  is  crude,  with 
many  mistakes  and  mishaps?  They  are  learning 
motor  coordinations,  manual  dexterity,  a  knowledge 
of  homely  routine,  the  meaning  of  labor  and  service, 
the  joy  of  workmanship  and  creation,  the  satisfaction 
of  self-reliance,  the  happiness  of  intimate  comradeship 
with  mother  and  father.  Their  character  development 
is  the  great  consideration,  not  the  materials  they  are 
handling  or  the  petty  work  they  are  accomplishing. 


CHAPTER   IV 

FOUNDING  A  FAMILY 

"  The  business  of  life  is  the  transmission  of  the  sacred  torch  of 
heredity  undimmed  to  future  generations.  This  is  the  most 
precious  of  all  worths  and  values  in  the  world." 

—  G.  Stanley  Hall. 

"  The  young  people  of  the  next  and  all  succeeding  generations 
must  be  taught  the  supreme  sanctity  of  parenthood  —  that  the 
highest  profession  and  privilege  they  can  aspire  to  is  responsible 
fatherhood  and  motherhood." 

— ^  C.  W.  Saleeby. 

Solicitude  for  the  Child  as  a  Factor  in  Social  Progress. 

The  eugenic  education  of  children  is  the  real  begin- 
ning. Parents  can  give  to  the  little  children  in  the 
home  true  ideals  of  parenthood,  wholesome  respect  for 
maternity  and  paternity,  training  in  the  control  of 
desires  and  appetites,  a  controlling  sense  of  their  per- 
sonal and  social  responsibility,  and  true  instruction 
regarding  the  origin  and  creation  of  life. 

So  to  live  that  their  children  shall  be  strong  and 
happy  is  a  motive  that  a  child  can  appreciate,  and  it 
can  become  the  most  powerful  incentive  for  hygienic 
living,  for  industry,  education,  for  social  purity  that 
is  positive  —  noble  in  thought  as  well  as  restrictive 
in  action.  Trained  thus  through  childhood,  boys  and 
girls  will  be  prepared  to  meet  with  high-mindedness 
and  moral  stamina  the  storm  and  stress  of  adolescence ; 
their  ideals  of  sweetheart  and  lover  will  have  a  whole- 
some  eugenic  prejudice,  and   they  will  be  prepared 

29 


30  THE  MOTHERCRAFT  MANUAL 

to  discuss  with  dignity,  scientific  spirit,  and  reverence 
this  significant  phase  of  their  future  home  Hfe. 

There  is  no  essential  contradiction  between  romantic 
love  and  eugenics.  Indeed,  sincere,  deep  and  enduring 
love  of  parents  for  each  other  and  for  their  children  is 
an  essential  in  a  eugenic  ideal.  A  young  woman  knows 
a  hundred  young  men,  but  is  in  love  with  only  one  (or 
possibly  none)  because  the  others  do  not  embody  the 
ideal  that  she  has  fashioned.  Every  young  man  and 
woman  has  such  an  ideal,  perhaps  only  vaguely  defined 
but  certainly  felt,  with  which  they  are  in  love,  for  which 
they  search,  and  with  which  they  sometimes  invest  an 
acquaintance  only  to  discover  later  their  illusion.  This 
ideal  is  composed  of  the  most  alluring  qualities  and 
personalities  they  have  known. 

What  young  man  would  be  likely  to  fall  in  love  with 
a  girl,  however  pretty,  even  charming,  whom  he 
knew  could  be  the  mother  only  of  sickly,  peevish, 
stupid  children  to  inherit  his  name  and  perpetuate 
his  family,  or  who  would  refuse  to  assume  the  burden 
of  motherhood?  What  normal  young  woman  would 
be  attracted  by  any ''  fairy  prince  ",  however  romantic, 
wealthy,  handsome,  if  she  were  aware  that  his  children, 
should  he  have  any,  would  be  doomed  to  early  death, 
weakness,  or  imbecility,  and  that  she  herself  would  be 
made  a  sufferer  for  life?  The  widespread  tendency 
of  young  men  and  women  of  to-day  to  include  beauty, 
vitality,  and  ability  in  their  romantic  ideal  is  itself  suf- 
ficient evidence.  Young  men  and  women  are  generally 
too  well  balanced  to  marry  simply  from  eugenic  con- 
sideration without  romantic  love,  although  this  is  less 
reprehensible  than  marriage  simply  for  title  or  liveli- 
hood, for  social  distinction,  or  personal  creature  comfort 
without  consideration  for  either  eugenics  or  romantic 
love.  The  prayer  of  Hector,  as  he  lifted  his  little  child 
in  his  arms  in  the  tower  of  Troy,  while  the  battle  raged 
without  the  walls,  is  the  prayer  of  the  parent  heart 


FOUNDING  A  FAMILY  31 

everywhere,  that  the  child  shall  be  nobler  and  greater 
than  the  father. 

The  normal  biological  life  for  every  man  and  woman 
is  parenthood.  The  normal  social  relation  between 
parents  is  mutual,  abiding  love.  Only  through  the 
development  of  such  a  love  has  humanity  evolved  from 
the  materialistic,  individualistic  stage  of  the  animal 
to  even  the  present  stage  of  spiritual  life  and  social 
relationships. 

It  is  mutual  solicitude  for  the  child  that  places  the 
biological  relations  of  men  and  women  on  a  wholesome, 
ethical,  and  spiritual  plane.  Historically,  marriage 
and  monogamy  are  the  result  of  children.  The  social 
stigma  upon  illegitimacy  is  not  artificial  or  unreason- 
able. It  is  the  deep  appreciation  by  the  social  expe- 
rience of  humanity  that  parental  responsibility  and 
solicitude  is  at  the  very  foundation  of  society ;  that  the 
selfish,  reckless  use  of  this  creative  power,  or  a  cuckoo- 
like disregard  for  the  child's  life,  is  undermining  to 
society  as  well  as  to  the  character  of  the  man,  the 
woman,  and  their  child.  The  far-sighted  perceive,  too, 
that  the  undermining  influence  of  physical  relations 
without  spiritual  purpose,  of  individualism  that  ignores 
social  responsibilities,  of  blind,  unreasoning  following  of 
any  impulse,  in  this,  as  in  any  phase  of  life,  is  quite  as 
destructive  to  the  man,  the  woman,  and  society,  even 
without  the  penalty  of  the  unwelcome  child;  that 
usually  the  man  is  more  blameworthy  than  the  woman ; 
that  both  are  often  the  victims  of  ignorance,  lack  of 
ideals,  and  of  early  training  in  responsibility  and  self- 
control  ;  and  that  similar  selfish  lack  of  solicitude  for 
their  child  is  equally  reprehensible  within  and  without 
marriage. 

The  child  is  the  equal  creation,  responsibility,  and 
satisfaction  of  both  father  and  mother.  The  parent 
who  willingly  shirks  the  responsibility  for  the  care  of 
his  or  her  own  child  is  a  coward,  if  not  a  knave  or  a 


32  THE  MOTHERCRAFT  MANUAL 

defective.  The  father  who  would  voluntarily  forego 
his  share  in  the  care  and  companionship  of  his  child,  or 
the  mother  who  would  demand  this,  are  equally  lack- 
ing in  parental  instinct. 

Celibacy,  marriage  without  love,  parenthood  with- 
out marriage,  are  equally  undesirable.  But  if  cir- 
cumstances require  a  choice,  celibacy  is  less  miserable 
for  the  individual  and  less  detrimental  to  society.  It 
is  part  of  the  gi'eat  social  responsibility  of  parents  and 
social  administrators  to  remove  the  causes  of  celibacy 
by: 

1.  Providing  academic,  social,  and  moral  education 
that  prepares  young  men  and  women  for  congenial 
companionship  and  for  home-making ; 

2.  Making  provision  for  wholesome  recreational 
opportunities  and  acquaintance,  for  young  men  and 
women  of  similar  intellectual  and  social  interests ; 

3.  Affording  the  economic  opportunity  for  a  family 
income  for  young  men  by  their  early  twenties,  through 
vocational  training,  regulation  of  the  cost  of  commod- 
ities, direction  of  labor  conditions ; 

4.  Abolishing  war,  that  fiendish  Minotaur  that  not 
only  interferes  with  Nature's  provision  of  an  equal 
number  of  men  and  women  in  any  generation,  but  that, 
more  serious  still,  devours  the  ablest  and  strongest  of 
the  young  men,  depriving  millions  of  women  of  their 
husbands  and  their  children. 

The  Meaning  and  Significance  of  Eugenics.  Eugenics, 
as  defined  by  Sir  Francis  Galton,  is  *'  the  science  which 
deals  with  all  influences  that  improve  the  inborn  quali- 
ties of  a  race  and  that  develop  these  to  their  utmost 
advantage."  Wise  men  in  former  ages  have  perceived 
something  of  its  possibilities. 

Positive  eugenics  is  concerned  with  whatever  will 
enhance  the  inborn  qualities  of  a  new  generation, 
therefore  with  social  conditions  that  promote  the  mating 
of  the  physically,  mentally,  and  morally  able;    with 


FOUNDING  A  FAMILY  33 

conditions  that  improve  the  quality  of  the  germ  cells 
in  the  individual ;  with  ideals  that  develop  self-control 
and  the  spiritualizing  of  the  instinct  of  race  preserva- 
tion. 

Negative  eugenics  is  concerned  with  the  elimination 
of  hereditary  diseases  and  defects ;  with  the  prevention 
or  correction  of  diseases,  defects,  poisons,  and  prac- 
tices in  the  parent  that  have  a  harmful  effect  upon  the 
germ  cells  and  the  unborn  child ;  with  the  elimination 
of  social  and  moral  conditions  that  endanger  the  life  or 
handicap  the  progress  of  unborn  generations. 

Genetics,  the  study  of  the  laws  of  heredity,  is  the 
biological  foundation  of  the  science  of  eugenics ;  ethics 
and  religion  are  the  basis  of  practical  eugenics. 

In  the  past  century  great  impetus  was  given  to 
eugenic  research  and  ideals  by  Sir  Francis  Galton,  a 
cousin  of  Charles  Darwin.  Galton,  indeed,  coined  the 
word  "  eugenics "  from  two  Greek  words  meaning 
**  well-born."     To  quote  from  Galton's  own.  writings : 

"  Man  is  gifted  with  pity  and  other  kindly  feelings ; 
he  has  also  the  power  of  preventing  many  kinds  of 
suffering.  I  can  conceive  it  to  be  within  his  power  to 
replace  Natural  Selection  by  other  processes  that  are 
more  merciful  and  not  less  effective.  This  is  precisely 
the  aim  of  eugenics.  Its  first  object  is  to  check  the 
birthrate  of  the  unfit,  instead  of  allowing  them  to  come 
into  being,  though  doomed  in  large  numbers  to  perish 
prematurely.  The  second  object  is  the  improvement 
of  the  race  by  furthering  the  productivity  of  the  most 
fit  by  early  marriages  and  healthful  rearing  of  their 
children.  Natural  Selection  rests  upon  excessive  pro- 
duction and  wholesale  destruction ;  eugenics  on  bring- 
ing into  the  world  no  more  individuals  than  can  be 
properly  cared  for  and  those  only  the  best  stock.'' 

Galton  devoted  his  time  and  his  fortune  to  the  in- 
vestigation of  these  principles  and  the  propaganda  of 
eugenic  ideals.     He  made  extensive  studies  of  family 


34  THE  MOTHERCRAFT  MANUAL 

histories,  especially  to  ascertain  what  evidence  they 
gave  of  the  inheritance  of  physical,  mental,  and  moral 
traits.  He  organized  the  Eugenics  Education  Society, 
whose  leaders  include  eminent  scientists,  sociologists, 
physicians,  educators,  and  under  whose  auspices  the 
First  International  Eugenics  Congress  was  held  in 
London  in  1912. 

Present  Knowledge  of  Heredity.  More  has  been 
learned  about  heredity  in  the  past  quarter  century 
than  in  all  previous  history.  Through  the  inspiration 
of  Galton,  extensive  studies  have  been  made  of  family 
histories  in  many  countries,  and  not  only  has  the 
certainty  of  inheritance  been  established,  but  some  of 
the  laws  of  heredity  have  been  formulated.  Through 
the  laboratory  studies  made  possible  by  the  improve- 
ments in  the  compound  microscope,  important  dis- 
coveries have  been  made  of  the  physiological  processes 
and  the  mechanism  by  which  characteristics  are  in- 
herited. This  is  the  summary  of  our  present  knowl- 
edge: 

Physical  and  mental  characteristics  are  inherited. 

Inheritance  is  of  definite  traits,  such  as  eye  color, 
height,  musical  genius,  high  or  low  resistance  to  a 
germ  disease,  for  example,  tuberculosis.  Research 
work  in  genetics  is  at  the  present  time  especially  con- 
cerned with  discovering  what  are  the  unit  characters 
and  how  each  is  transmitted. 

Special  cells,  called  germ  cells,  are  the  carriers  of 
heredity;  these  contain  the  determining  factors  for 
physical  and  mental  characteristics.  These,  like  all 
the  other  cells  of  the  body,  are  microscopic  in  size. 
The  body  of  the  individual  is  the  temple  in  which  the 
sacred  cells  of  the  race  are  protected. 

Inheritance  is  not  directly  from  the  parent  but  from 
the  germ  cells,  which  may  carry  characteristics  not 
found  in  the  parent  but  in  some  of  the  other  ancestors. 
An  individual  does  not  inherit  what  his  parents  are 


FOUNDING  A  FAMILY  35 

but  what  is  in  the  two  germ  cells,  one  from  the  mother, 
one  from  the  father,  that  unite  to  form  that  individual. 

With  the  union  of  the  two  germ  cells  the  inborn 
characteristics  of  the  individual  are  determined,  "  the 
gate  of  gifts  is  closed."  Environment  and  training 
may  increase  the  strength,  or  minimize  the  force  of 
inborn  characteristics,  or  even  suppress  some  of  them, 
but  it  cannot  add  to  them,  or  increase  their  force  beyond 
their  inherent  limitations. 

Some  few  characteristics  are  inherited  only  through 
the  mother,  or  only  through  the  father,  or  are  trans- 
mitted only  to  the  sons  or  only  to  the  daughters; 
most  characteristics  are  not  thus  limited,  but  may  be 
transmitted  by  either  parent  to  either  son  or  daughter. 

Acquired  characteristics  are  not  inherited.  If  a 
man  loses  his  hand  in  an  accident,  his  descendants 
cannot  inherit  one-handedness ;  if  he  masters  a  for- 
eign tongue,  his  descendants  cannot  inherit  his  knowl- 
edge of  that  language. 

No  disease  germ  is  inherited,  in  the  genetic  sense  of 
being  conveyed  in  the  special  germ  cells.  A  child  may 
be  infected  with  a  disease  before  its  birth ;  this  is  not, 
strictly  speaking,  heredity  but  congenital  (or  prenatal) 
infection.  Tuberculosis  is  sometimes  thus  conveyed 
from  the  mother,  and  syphilis  very  frequently  when 
either  the  mother  or  the  father  has  this  disease  even  in 
latent  form.  What  may  be  inherited  is  a  tendency 
toward  a  disease,  a  weakness  of  specific  organs  or 
tissues,  a  lack  of  resistance  to  a  specific  disease. 

Variations  sometimes  appear  apparently  sponta- 
neously, as  the  result  of  some  accident  to  the  germ 
plasm,  or  an  unusual  combination  in  the  two  germ  cells ; 
such  variations  may  be  inherited. 

Some  characteristics  are  apparently  persistent,  and 
in  the  process  of  inheritance  tend  to  predominate  over 
their  complementary  characteristics.  The  former  are 
called  dominant,  the  latter  recessive  characteristics. 


36  THE  MOTHERCRAFT  MANUAL 

The  law  by  which  dominant  and  recessive  traits  are 
inherited  was  first  formulated  by  Mendel,  an  Austrian 
monk,  less  than  half  a  centuiy  ago.  Biological  re- 
search is  being  devoted  at  present  to  discovering  what 
traits  of  human  significance  are  subject  to  this  Mende- 
lian  law,  as  it  is  called. 

A  characteristic  found  in  both  parents,  or  in  both 
families,  has  a  double  possibility  of  appearing  in  their 
descendants,  and  some  mental  defects  and  abiUties  tend 
to  appear  with  greater  force  and  at  an  earlier  age,  in 
the  descendants. 

Every  individual  is  born  with  all  the  germ  cells  he 
will  ever  possess. 

These  germ  cells  are  highly  susceptible  to  poisons  in 
the  circulation,  especially  to : 

(1)  alcohol,  even  in  dilute  quantities, 

(2)  fatigue  poisons, 

(3)  opium,  morphine,  and  similar  drugs, 

(4)  lead  and  other  poisonous  metals, 

(5)  lack  of  nutrition  due  to  anemic  condition  of  the 
body. 

If  a  germ  cell  is  thus  affected  by  poison  at  the  time 
of  the  uniting  of  two  cells,  or  during  the  subsequent 
development,  the  child  is  especially  liable  to : 

(a)  serious  injury  resulting  in  death  before  birth ; 

(b)  low  vitality  resulting  in  death  within  a  year  after 
birth ; 

(c)  defective  development  resulting  in  physical  de- 
formity or  in  mental  defect,  such  as  feeble-mindedness 
or  idiocy. 

If  either  parent  is  infected  with  sjrphilis,  the  germs 
most  frequently  attack  the  developing  child  and  cause 
death  before  birth  or  during  the  first  year ;  or  the  germs 
may  attack  any  tissues,  crippling,  producing  deformi- 
ties, deafness,  blindness,  idiocy,  manifest  either  at  birth 
or  later  in  life.  If  either  parent  is  infected  with  gonor- 
rhea, the  eyes  of  the  child  will  probably  be  infected  at 


FOUNDING  A  FAMILY  37 

birth,  and  blindness  prevented  only  by  immediate  use 
of  silver  nitrate  solution ;  or  the  mother  may  be  made 
incapable  of  having  a  child. 

Fitness  for  Parenthood.  Even  the  minimum  qual- 
ifications for  parenthood  are  various.  For  the  fullest 
welfare  of  the  child  the  following  qualifications  are 
essential  : 

Spiritual :  a  sense  of  the  responsibility  of  parenthood, 
love  of  children ;  love  of  harmony  and  mutual  agree- 
ment between  parents;  self-control,  unselfishness,  pa- 
tience. 

Social :  legal  marriage,  good  moral  character. 

Economic:  marketable  skill,  energy,  adaptability; 
ability  of  father  to  earn  a  comfortable  living,  potential 
ability  of  mother  to  earn  a  living,  ability  to  use  income 
economically. 

Mental :  Maturity,  experience,  judgment  to  con- 
duct one's  share  of  the  family  and  household  respon- 
sibility, ability  to  learn ;  for  the  mother,  knowledge  of 
at  least  the  elements  of  hygiene,  child-care  and  train- 
ing, some  experience  in  caring  for  little  children. 

Physical :  physical  and  mental  soundness ;  sound 
heredity,  especially  freedom  from  neuropathic  taint, 
alcoholism,  tuberculosis,  venereal  disease  (syphilis  or 
gonorrhea) ;  freedom  from  poisons  of  alcohol,  fatigue, 
worry,  overwork;  mother  not  less  than  twenty  or 
more  than  forty-five ;  father  not  less  than  twenty,  pref- 
erably past  twenty-four ;  maximum  vitality  and  phys- 
ical energy. 

Blood  tests  recently  discovered  make  possible  the 
diagnosis  of  tuberculosis  and  venereal  disease  in  the 
system,  even  when  no  symptoms  are  obvious.  It  is 
estimated  that  about  twenty  to  thirty  per  cent,  of 
cases  of  venereal  disease  are  innocently  acquired, 
through  public  drinking  cups,  towels,  lavatories,  toilets, 
or  by  infection  of  the  husband  or  wife  after  marriage. 
Infection  is  usually  acquired  through  sex  immorahty. 


38  THE  MOTHERCRAFT  MANUAL 

The  certainty  of  a  cure  can  never  be  made  absolute; 
the  probabihty  requires  years  of  persistent  treatment 
by  a  responsible  physician,  not  a  quack.  The  man 
who  has  ''sown  his  wild  oats"  has  verily  sold  his 
birthright  for  a  mess  of  pottage,  and  is  most  liable  to 
have  acquired  one  of  these  loathsome  diseases,  habits 
of  drinking,  and  of  self-indulgence.  It  is  dangerous  to 
his  wife  and  children  for  him  to  become  a  father  until 
all  of  these  have  been  overcome.  A  woman  who  con- 
templates marrying  such  a  man  to  reform  him  is 
inviting  disease  and  destruction  upon  herself  and  her 
children. 

Some  individuals  should  never  become  parents  be- 
cause they  carry  so  serious  an  hereditary  taint  which 
some  of  their  children  would  probably  inherit  and 
carry  on.  This  includes  individuals  afflicted  with  the 
following : 

Neuropathic  taint:  feeble-mindedness,  idiocy,  in- 
sanity, mania,  epilepsy,  hysteria,  chorea,  sex  perversion, 
alcoholism 

Syphilis 

Tuberculosis 

Deaf-mutism 

Otosclerosis  (hardness  of  hearing  due  to  rigid  ear- 
drum) 

Catarrhal  deafness 

Retinitis  (progressive  degeneration  of  retina  and 
atrophy  of  optic  nerve,  producing  blindness) 

Albinism  (absence  of  coloring  in  hair  and  eyes) 

Inherent  lack  of  physical  energy ;  pauperism 

If  an  individual  with  a  family  history  that  includes 
one  of  these  taints  in  hereditary  form  should  marry  an 
individual  having  a  family  history  with  the  same  taint, 
some  of  their  children  would  probably  be  afflicted  with 
the  taint,  and  others  of  them  would  carry  it  on.  Mar- 
riage of  blood  relations,  such  as  cousins,  is  subject  to 


FOUNDING  A  FAMILY  39 

this  law;  it  is  eugenically  permissible,  provided  the 
same  hereditary  defect  does  not  appear  in  both  family 
histories. 

The  most  advantageous  years  for  parenthood,  for  the 
welfare  of  the  children,  are  between  twenty  or  twenty- 
five  and  forty  years  of  age  for  the  mother  and  past 
twenty-five  years  for  the  father.  An  interval  of  two 
or  three  years  should  elapse  between  the  children,  to 
give  ample  opportunity  for  the  mother  to  gain  reserve 
vitality  and  to  care  adequately  for  each  child. 

On  the  average,  four  children  to  a  family  are  required 
merely  to  maintain  a  constant  population ;  families  in 
which  the  average  is  less  than  this  are  in  danger  of 
extinction. 

As  soon  as  its  far-reaching  significance  to  themselves 
and  to  their  children  is  generally  perceived  by  parents 
and  young  people,  men  and  women  who  genuinely 
love  each  other  will  voluntarily  give  and  absolutely 
require  a  medical  certificate  before  marriage.  Be- 
fore undertaking  the  responsibility  of  parenthood, 
both  mother  and  father  should  put  themselves  into  the 
best  possible  physical  and  spiritual  condition,  and  if 
necessary,  go  through  as  thorough  a  course  of  training 
as  that  of  any  aspirant  for  an  athletic  prize  or  of  any 
priest  for  a  great  spiritual  work.  The  Vedas,  the 
sacred  books  of  the  Hindoos,  contained  special  prayers 
for  those  about  to  assume  this  creative  work. 

Nature  has  provided  one  effective,  safe,  and  ethical 
method  of  limiting  the  birth  rate  in  the  family,  a 
method  that  is  entirely  in  the  control  of  parents.  This 
method  is  abstinence,  except  for  the  end  to  which  nature 
implanted  this  instinct,  —  the  creation  of  a  new  life. 
It  is  conducive  to  the  welfare  of  the  children.  This  is 
in  no  wise  harmful  to  the  physical,  mental,  social,  or 
spiritual  well-being  of  men  and  women,  if  both  are 
temperamentally  adapted  to  each  other,  mutually 
agreed,  and  thoroughly  honest  with  each  other ;  if  they 


40  THE  MOTHERCRAFT  MANUAL 

have  learned  to  transmute  this  instinct  and  energy  to 
other  activities;  and  if  their  recreations,  personal  hy- 
giene, and  adjustment  of  daily  living  are  normal  and 
wholesome,  not  artificially  stimulating. 

In  conclusion,  to  quote  from  two  English  writers: 
"  By  no  other  means  than  the  realization  of  the  ideal 
that  every  new  baby  shall  be  loved  and  desired  in 
anticipation  —  an  ideal  that  is  perfectly  practicable  — 
can  the  black  stain  of  child  murder  and  child  torture 
and  neglect  be  removed  from  our  civilization." 

—  Saleeby. 
"  Hitherto  the  development  of  our  race  has  been 
unconscious,  and  we  have  been  allowed  no  responsibility 
for  its  right  course.  Now  in  the  fullness  of  time  we 
are  treated  as  children  no  more,  and  the  conscious 
fashioning  of  the  human  race  is  given  into  our  hands. 
Let  us  put  away  childish  things,  stand  up  with  open 
eyes,  and  face  our  responsibilities." 

—  Whetham. 


CHAPTER  V 

GROWTH  AND  DEVELOPMENT 

"  The  child  should  know  no  other  endeavor  but  to  be  at  every 
stage  of  development  wholly  what  this  stage  calls  for.  Then 
will  each  successive  stage  spring  like  a  new  shoot  from  a  healthy 
bud ;  and  at  each  successive  stage  he  will  with  the  same  endeavor 
again  accomplish  the  requirements  of  this  stage;  for  only  the 
adequate  development  of  man  at  each  preceding  stage  can  effect 
and  bring  about  adequate  development  at  each  succeeding  later 
stage."  — F.  Froebel. 

Children  do  not  grow  and  develop  by  any  haphazard 
process.  Too  often  parents  have  had  so  Httle,  either 
of  first-hand  acquaintance  with  other  children,  rec- 
ollection of  their  own  childhood,  or  knowledge  of  the 
literature  of  child-study,  that  they  have  fumbled  in 
the  dark,  misunderstanding  and  experimenting  on  their 
own  children,  without  either  standards  for  comparison 
or  principles  for  guidance. 

There  is  a  wealth  of  material,  both  technical  and 
popular,  available  in  this  *'  century  of  the  child.'' 
The  impetus  given  to  the  study  of  the  child  by 
Pestalozzi  and  Froebel  a  century  ago  has  gained  in- 
creasing momentum  in  Europe  and  America.  Some 
investigators  have  made  laborious  studies  of  large 
numbers  of  children  to  ascertain  average  rates  and 
factors  of  gi'owth  or  development  of  some  part  of  the 
body  or  some  phase  of  spirit.  Others  have  made 
painstaking,  intensive  studies  of  individual  children 
and  have  reported  the  characteristics  observed  at 
different  ages. 

41 


42  THE  MOTHERCRAFT  MANUAL 

The  outlines,  main  features,  and  basal  principles  are 
already  defined.  A  knowledge  of  these  is  as  essential 
to  the  intelligent  worker  with  children  as  a  knowledge 
of  the  processes  of  plant  growth  and  development  to 
the  intelligent  agriculturist.  Many  blanks  and  gaps  in 
our  knowledge  of  child  development  are  yet  to  be  filled. 
The  father,  mother,  teacher  who  is  sympathetic  with 
child  nature,  who  has  the  scientific  mind  for  accuracy, 
definiteness  and  persistence  of  observation,  has  an 
opportunity  to  contribute  to  the  common  fund  of 
knowledge  of  child  life  by  making  original  observations 
of  the  child  in  the  home.  Hitherto  most  of  the  pub- 
lished studies,  both  of  groups  and  of  individuals,  have 
been  made  by  men.  Doctor  G.  Stanley  Hall  has  been 
the  pioneer  leader  and  chief  inspirer  of  the  child-study 
movement  in  America.  Doctor  John  Dewey's  con- 
tributions and  inspirations  have  been  both  profound 
and  extensive.  Madame  Montessori  is  the  one  woman 
who  has  made  large  contributions. 

It  should  be  noted  that  a  science  of  child-study  and 
development  was  not  possible  until  the  idea  of  evolu- 
tion became  known  and  appreciated.  Froebel  sensed 
this  evolution,  as  will  be  noted  in  reading  his  "  Educa- 
tion of  Man  '\  which  was  published  a  quarter  of  a 
century  before  Darwin's  ''  Origin  of  Species." 

This  phase  of  psychology  —  tracing  the  stages  of 
mental  development  as  an  organic  process  from  its 
simple  beginnings  in  the  individual  or  the  race  to  its 
maturity  in  adulthood  of  the  individual  or  civilization 
of  the  race  —  is  the  field  of  genetic  psychology. 

The  intelligent  worker  with  children  in  the  home 
must  be  acquainted  with  what  is  normal  and  usual  at 
any  stage,  in  child  anatomy,  physiology,  and  psy- 
chology. Only  with  such  knowledge  is  it  possible  to 
make  intelligent  observations  of  the  development  of 
the  individual  child,  and  to  supply  a  normal  environ- 
ment and  guidance  suited  to  his  stage  of  development. 


GROWTH  AND  DEVELOPMENT 


43 


Such  knowledge  and  preparation  can  be  acquired  only- 
through  study  of  the  literature  of  child  psychology, 
and  through  intensive,  first-hand  acquaintance  with 
children. 

It  requires  about  twenty-five  years  for  nature  to 
bring  a  human  individual  from  birth  to  physiological 
maturity.  In  the  nine  months  before  birth  the  growth 
and  development  is  very  rapid.  All  the  organs  are 
formed,  but  their  development  at  birth  is  immature, 
especially  the  development  of  the  nervous  system. 
What  is  accomplished  in  these  years  ? 

From  Birth  to  Maturity 


Total  weight 
Length  of  body 
Size  of  muscles 
Size  of  lungs 
Size  of  heart 
Size  of  brain 
Weight  of  arm 
Weight  of  leg 


increases  from  16  to  22  fold. 
3  fold 
37    " 
18    " 
13    " 

3  " 

4  » 

5  " 


Note  the  gi'eat  differences  in  increase  of  different  parts 
of  the  body. 


At  Birth 

stomach  undeveloped 

Few  digestive  juices 

No     provision     for     digesting 

starch  until  8  or  9  months ; 

fats  (except  cream) ;   protein 

(except  curds  of  milk) ;  solid 

food 
No  teeth  cut 
Sense  organs : 

velopment, 

and  hearing 
Reproductive  system  rudimen 

tary 
Nerve  cells  undeveloped 
Few  association  fibers  formed 


incomplete  de- 
especially    sight 


At  Maturity  (25  years) 

Complete  digestive  development 
All 

Digestion  of  all  food  elements, 
including  solids 


Two  sets  of  teeth  cut 
Senses  fully  developed 
Fine  sense  discrimination 

Reproductive  system  mature 

Nervous  system   complex  and 
developed 


44  THE  MOTHERCRAFT  MANUAL 

Medullar^'-  sheath  not  formed 

Motor   ability  limited  to   cry-      Motor  coordination  of  all  mus- 
ing,   grasping,    reflex    move-  cles,  including  accessory  eye 
ments  of  arms  and  legs                     and  finger  muscles 
Mental  ability  limited  to  few      Concentration,        imagination, 
vague,  unlocated  sensations,          judgment,    speech,    all    well 
slight  motor  memory                         developed 
Language  only  a  cry  or  instinc-      Fluent  use  of  language 
tive     movements     of     head, 
arms,  legs 
Emotions     limited     to     slight      Wide   range   of   emotions,   po- 
pleasure-pain ;  no  control                tentially   controlled   and  ex- 
pressed 
Volition  rudimentary                        Will  power  to  achieve  any  pur- 
pose 
Social,  moral,  religious  instincts      Sense  of  law  and  property  rights 
undeveloped                                   Social  cooperation 

Moral    standards,    judgments, 

and  habits 
Religious  feeling  and  action 

After  twenty-five  years  there  is  sometimes  a  slight 
increase  in  height  and  weight;  plasticity  is  slight; 
new  habits  are  not  readily  formed;  new  ideas  not 
readily  accepted.  The  nervous  system  is  capable  of 
continued  development. 

There  are  a  few  foundation  facts  and  principles 
that  should  be  summarized  before  taking  up  in  detail 
the  stages  of  growth  and  development. 

The  child  is  not  a  small  edition  of  an  adult.  His 
anatomical  proportions,  his  physiological  processes, 
his  ways  of  thought  and  of  thinking,  his  motives,  in- 
terests, likes,  emotions,  methods  of  expression,  are 
all  different  from  the  adult's ;  and  they  are  all  different 
at  different  stages  in  his  development. 

The  child  lives  through  (recapitulates)  in  a  general 
way  the  main  stages  and  order  of  physical  and  psy- 
chological development  that  organic  life  and  the  race 
have  passed  through  in  the  countless  ages  since  life 
began.  Starting  as  a  one-celled  creature,  he  re- 
capitulates in  the  nine  months  of  embryonic  life  the 


GROWTH  AND  DEVELOPMENT  45 

processes  of  evolution  that  required  millions  of  years, 
from  the  amoeba  to  the  higher  vertebrates,  in  the  evolu- 
tion of  the  species. 

At  birth  the  baby  is  less  developed  and  more  plastic 
than  the  young  of  any  other  creature  at  its  birth.  This 
helplessness  and  plasticity  are  due  to  the  incomplete- 
ness in  development  of  the  nervous  system.  It  is 
because  of  this  incompleteness  that  the  physical, 
mental,  and  spiritual  life  can  be  shaped  in  great  measure 
by  environment.  It  is  this  incompleteness  that  pro- 
vides both  the  opportunity  and  the  responsibility  of 
parents  and  guardians. 

For  normal  development  there  must  be  both  the 
growth  principle  and  power  within  the  individual, 
and  the  growth  stimulus  and  materials  supplied  by  the 
environment. 

The  rate  and  nature  of  growth  and  development  are 
influenced  by  two  factors :  (1)  heredity  (race,  family) ; 
(2)  environment  (climate,  social  status,  economic  re- 
sources, city  or  country,  materialistic  or  idealistic 
atmosphere,  commonplace  or  cultured,  ugly  or  beauti- 
ful, expressive  or  repressive,  guiding  or  neglectful). 

Growth  and  development  are  two  different  processes. 
Growth  is  increase  in  size ;  development  is  increase  in 
power  of  function.  This  principle  holds  true  for  every 
muscle,  every  nerve,  every  special  organ,  every  brain 
center. 

Growth  is  a  vegetative  process,  dependent  upon 
intake  of  nutrition  and  elimination  of  waste.  Develop- 
ment is  dependent  upon  use,  which  involves  the  exercise 
of  the  organ  or  system  and  of  the  related  brain  center, 
and  this  leads  to  both  (a)  the  initial  use  of  mind  and 
(b)  mental  development. 

Each  organ,  each  physiological  system  or  process, 
each  mental  process,  is  controlled  by  its  own  definite 
nerve  cells  in  the  spinal  cord  and  brain.  By  exercise 
of  the  specific  organ  or  system,  the  corresponding  nerve 


46  THE  MOTHERCRAFT  MANUAL 

center  is  developed ;  and  the  development  of  the  nerve 
center  makes  possible  a  more  adequate  and  perfect 
use  of  the  specific  organ  or  system. 

During  the  growth  stage  of  any  part,  exercise  of  the 
part  is  not  normal  but  injurious.  When  sufficient 
growth  has  been  attained  for  development  to  begin, 
there  is  an  instinctive  desire  or  hunger  for  exercise 
of  the  part.  This  desire  is  manifested  by  the  natural, 
spontaneous  activity  or  interest  of  the  child.  For 
example,  during  some  ten  or  twelve  months  the  muscles 
of  the  legs  and  back,  and  corresponding  nerve  centers 
in  the  spinal  cord  and  the  brain,  are  growing.  When 
their  growth  is  attained,  these  muscles  and  nerve  centers 
begin  to  function  in  the  process  of  standing  and  walking, 
and  the  child  makes  every  effort  to  walk.  To  put  him 
on  his  feet  and  attempt  to  teach  him  before  this  stage, 
is  to  strain  unprepared  organs,  bones,  muscles,  and 
nerves.  To  keep  him  lying  in  a  vehicle  so  he  cannot 
exercise  when  he  spontaneously  attempts  to  walk,  is 
to  retard  or  prevent  this  natural  development. 

The  process  of  growth  and  development  is  not  uni- 
form during  childhood ;  neither  do  all  the  parts  grow 
and  develop  at  the  same  time.  Growth  is  periodic  and 
by  parts ;  it  is  variable  for  each  part  or  system.  There 
are  periods  of  slow  or  rapid  growth  and  development  at 
different  ages. 

Development  begins  first  for  the  oldest  (racially) 
muscles  and  parts,  and  for  those  that  are  being  used 
reflexly,  that  is,  arms,  legs,  trunk,  hands,  which  are 
known  as  the  fundamental  muscles.  The  finer,  acces- 
sory muscles  and  their  brain  centers  do  not  develop 
completely  until  several  years  after  birth. 

There  are  no  average  children.  Every  child  is 
somewhat  different.  In  rate  of  growth,  children  may 
normally  vary  one  to  two  years  from  the  average.  In 
individual  children,  some  factors  at  any  stage  will  nor- 
mally be  more  marked  than  others.     Distinction  must 


GROWTH  AND  DEVELOPMENT  47 

therefore  be  made  between  (1)  chronological  age, 
(2)  physiological  age,  and  (3)  psychological  age.  The 
standards  for  (2)  and  (3)  are  at  present  the  subject  of 
special  researches.  Physiological  age  refers  to  such 
factors  as  dentition,  development  of  bones,  height, 
weight,  sex  maturity.  Psychological  age  refers  to 
mental  ability  and  maturity. 

In  some  children  the  hereditary  force  of  a  specific 
characteristic  is  stronger  than  in  other  children.  Or  the 
environment  of  one  child  gives  greater  stimulus  to  an 
instinct  at  its  nascent  (beginning)  period,  and  greater 
opportunity  for  its  use. 

The  individual  who  lives  most  completely  in  each 
stage  the  life  normal  to  that  stage,  is  best  prepared  for 
the  succeeding  stages  of  life. 

To  attempt  to  hurry  a  child  through  this  process 
or  to  permit  an  arrest  of  development  in  any  stage  or 
at  any  point,  is  to  seriously  handicap  the  child's  normal 
and  complete  development.  Infant  prodigies  and  in- 
fantile youths  are  both  abnormal. 

In  each  stage  there  are  some  instincts  to  be  especially 
fostered,  some  that  need  encouragement  or  stimulation, 
some  that  require  careful  direction  into  useful  channels, 
some  to  be  ignored  as  only  transitory,  and  a  few  that 
may  need  inhibiting. 

The  following  group  of  stages  has  been  prepared  as 
possibly  most  helpful  for  guidance  of  parents  and  teach- 
ers in  the  home.  The  transition  from  one  stage  to 
another  is  gradual. 

In  so  brief  a  summary  as  the  following,  only  a  few 
of  the  most  significant  items  can  be  presented,  and 
these  typical  of  the  average.  This  is  not  a  form  into 
which  every  child  must  be  expected  to  fit.  Rather  it 
is  a  suggestion  of  the  usual,  which  the  individual  nor- 
mal child  will  approximate  in  general.  It  presents  a 
method  for  recording  the  development  of  the  individual 
child. 


48 


THE  MOTHERCRAFT  MANUAL 


Infancy 
Birth  to  2-3  Years 


Marked  Characteristics 


Rapid  growth,  especially  of  brain 

First  dentition 

Nervous  system  rapidly  de- 
veloping 

Association  fibers  developing 
between  spinal  centers  and 
brain  centers 

Bones,  nervous  system  plastic 

Rapid  heat  radiation 

Rapid  pulse,  respiration 

Tissues  flabby 

Low  vitality 

Motor  and  sensory  develop- 
ment rapid 

Motor  coordinations  develop- 
ing rapidly 

Speech  develops 

Interest  in  pure  motor  activity, 
and  sensory  experiences 


Thinking  exceeds  power  of  ex- 
pression 

All  mental  processes  develop- 
ing 

Curiosity  about  everything 
seen,  handled,  heard 

Perceptions  crude,  few 

Unconsciously  imitative 

Activity  an  end  in  itself 

Imagination  crude,  vague 

Reasons  by  association  of  cir~ 
cumstances 

Emotions  crude,  uncontrolled 
Fear  of  noises  and  strange  ob- 
jects 
Humor  in  surprise 

Social  dependence 
Little  self-control 
Obedience 
Trust 


Early  Childhood 
2-3  to  6-7  Years 


Marked  Characteristics : 

Rapid  growth 

Nervous  system  rapidly  de- 
veloping 

Rapid  growth  of  brain  until 
7  yrs. 

Fundamental  muscles  utilized 

Accessory  muscles  immature 

Activity  its  own  end 
Experiments  in  motor  control 

Greatest  sensory  development 
and  efficiency. 


Curiosity,    analysis,    investiga- 
tion, experimentation  strong 
Interest  in  simple  construction 
Constructs  for  use 

Thought  concrete 
Suggestibility 
Continued  plasticity 
Attention  flitting 
Asks  "What?"  "Why?" 
Memory  for  words 
.^thetic  tastes  crude 
Frankness 

Crude  experience  and  associa- 
tion of  ideas 


GROWTH  AND  DEVELOPMENT 


49 


Vivid,     concrete    imagination ; 

images  distorted 
Imitation  at  its  strongest 
Imitative  dramatic  play 

Humor  in  incongruity 
Curiosity  regarding  sex  biology 
Sex  feeling  undeveloped 
Emotions  strong,  slight  control 


Imaginary  fears 
Self-control  weak 

Selfish,  thoughtless 
Respect  for  parents 
Wonder  at  universe 
Obedience 

Personification  of  nature 
Conscience  begins 


Infancy  and  Early  Childhood 


Birth  to  6  Years 


Foster: 


Sensory  and  motor  activity 

Trustfulness 

Curiosity 

Investigation 

Acquaintance  with  world  of 

realities 
Initiative 

Wide  range  of  interests 
Fanciful  imagination 
Formation      of      permanent 

habits 
Sense  of  wonder 

Cultivate : 

Regularity 

Respect  for  authority 
Concentration 
Thoughtfulness  for  others 
Courtesy 

Emotional  control 
Permanent       moral      preju- 
dices 
Thrift 


Inhibit,  or  Overcome : 

Social  dependence 
Fear 

Selfishness 


Reckon  with : 

Slow  mental  adjustment 

Motor  awkwardness 

Misunderstanding  of  instruc- 
tions 

Mischief,  which  is  the  result 
of  an  abundance  of  vitality, 
initiative,  sense  of  humor, 
investigating  spirit;  it  is 
not  something  to  con- 
demn, but  for  which  to 
provide  natural  environ- 
ment. 

Rudeness,  which  is  due  to 
childish  frankness,  democ- 
racy, thoughtlessness,  ex- 
amples of  discourtesy. 

Curiosity  regarding  biology 
of  sex,  to  be  answered 
honestly  but  poetically 
under  three  years  and  bio- 
logically after  three. 

Telling  of  falsehoods,  from 
3  to  7  years  of  age,  fre- 
quently due  to  the  vivid, 
imaginative  life  that  the 
child  is  living,  his  relative 
inexperience  with  the  world 
of  realities,  and  the  diffi- 
culty, therefore,  of  keeping 
the  distinction  clear  be- 
tween the  two. 


50 


THE  MOTHERCRAFT  MANUAL 


Later  Childhood 


6-7  to  9-10  Years 


Marked  Characteristics 


Growth  progressing 

Differences  in  growth  rate  of 
boys  and  girls 

Second  dentition 

Sensory  and  motor  activities 
prominent 

Heart  and  lungs  relatively 
small 

Brain  growing  slowly,  attains 
adult  size 

Eye  development  still  incom- 
plete :  near  sight 

Finger  movements  stronger, 
more  precise 

Rapid  increase  in  motor  con- 
trol 

Forearm  and  finger  control 
develops 

Manual  skill  easily  acquired 

Interest  in  workmanship 

Ideals  exceed  ability 

Plasticity  to  habit 

Receptivity 

Routine  easy 

Experimentation,  explora- 
tion strong 

Interest  in  variety 

Actions  not  well  coordinated 

Lack  of  perseverance 

Easily  discouraged 

Adjustment  to  realities 

Images  truer  to  reality 

Memory  strong  for  concrete 

Period  of  imaginative  activ- 
ity 

Less  direct  imitation 

Imitative  and  imaginative 
dramatic  play 


Emotions      becoming      con- 
trolled 
Fears  strong 
Self-control  vacillating 
Humor  in  puns,  riddles 

Appreciation  of  rules  in  game 
Beginning  of  social  sense  in 

group  play 
Slight  sense  of  property  rights 
Slight  conscience 
Interest    in    religious    forms 

(imitative) 

Foster : 

Exploration 
Experimentation 
Moral  habits 
Imaginative  play 
Variety  of  interests 
Doll  interest 

Motor  coordinations  —  skat- 
ing, dancing,  swimming 

Cultivate : 
Power    of    voluntary   atten- 
tion 
Self-control 
Initiative 
Modesty 

Conventional  courtesies 
Respect  for  property  rights 

Inhibit : 

Cruelty 
Fears 

Reckon  with : 

Fatigue,  due  to  bodily  con- 
ditions 

Discouragement,  from  greater 
increase  in  ideals  than  in 
technical  ability 


GROWTH  AND  DEVELOPMENT 


51 


Youth 
Girls,  9  to  12-14  Years 
Boys,  9  to  14-16  Years 


Marked  Characteristics: 

Slower  growth 
Period  of  transition 
Practical  adjustment 
Reproductive  organs  matur- 
ing 
Period  of  low  morbidity- 
Heart    and    lungs    relatively- 
small 

Great  motor  activity- 
Reactions  vigorous 
Resistance  to  fatigue 
Immunity  to  exposure,  dan- 
ger, temptation 
Senses  acute 

New  adjustments  and  coordi- 
nations readily  made 
Routine  and  rote  enjoyed 
Motor  skill  easily  acquired 
Keen   interest   in   workman- 
ship and  motor  skill 
Constructs  for  concrete  pur- 
poses or  use 

Mental  action  better  con- 
trolled, more  connected, 
orderly 

Memory  quick,  sure,  lasting 

More  critical 

Sex  consciousness  develops 

Emotions  weaker 


Fear  increases 
Teasing  other  children 

Less  submissive  to  elders 
Competitive  sense  increases 
Conscience  weak 
Reverence  weaker 
Religious  indifference 

Foster : 

Muscular  activity- 
Motor  and  manual  skill 
Drill,  memorizing 
Routine,  discipline 
Three  R's. 
Responsibility- 
Cultivate  : 

Fine  handwork 
Thoroughness 
Reserve  (in  girls) 
Chivalry  (in  boys) 
Confidence  in  parents 

Inhibit : 

Athletic      competition      (too 

great  strain  on  heart) 
Fear 

Reckon  with : 

Less  confidence  in  adults 
Group  interest 
Secretiveness 


52 


THE  MOTHERCRAFT  MANUAL 


Adolescence 
Girls,  12  to  1 8  Years 
Boys,  13  to  21  Years 


Marked  Characteristics : 

Rapid  growth  and  develop- 
ment 

Proportions  changing 

Lungs,  heart  increase  in  size 
and  function 

Blood  pressure  increases 

Muscular  strength  increases 

Voice  changes 

Awki^^ardness 

Senses  keen 

Craving  for  larger  experience 
Routine  irksome 
Power  of  concentration 
Abstract  thought 
Independent  thought 
Mental  speculation 
Larger  mental  perspective 
Memory  strong,  includes  ab- 
stract 
Abstract  reasoning 
Debating 

Imagination  strong,  compre- 
hensive 
Original  thought  and  action 
Organized  dramatics 
Individuality  increases 
Works  for  remote  ends 

Restive  of  restraint 
Sex  feelings  increase 
Romantic  interest  strong 
Social  sympathy  increases 
Social  cooperation 
Subject  to  moods 
Shyness  and  bashfulness 

Conscience    keener    or    very 

callous 
Sense  of  duty  develops 


Spirit    of    social    service    or 

rowdyism 
Religious  feeling 
Conversion  period 
Criminal  period 
Idealism 
Hero-worship 

Foster : 

Idealism 

Hero-worship 

Altruism 

Religious  feeling 

Group  interest ;  team  work 

Leadership,  individuality 

Reasoning,  debating 

Constructive  imagination 

Athletics;   physical  activity 

Cultivate : 

Sense  of  reality 

Emotional  poise 

Responsibility 

Strength  of  will 

Mutual     sympathy     (parent 

and  youth) 
Variety  of  interests 
Vocational  choice 
Outdoor  life 

Inhibit : 

Depression  and  pessimism 

Finicalness 

Recklessness 

Reckon  with : 

Emotional  upheaval 
Philosophical  speculation 
Sex  interest 

Awkwardness,  bashfulness 
Self-consciousness 
Reserve  with  family 


GROWTH  AND  DEVELOPMENT  53 

Development  of  Language 

Children  vary  naturally,  and  according  to  their  en- 
vironment, in  the  rate  of  development  in  use  of  lan- 
guage. Any  effort  to  hasten  the  process  of  talking  or 
vocabulary  during  the  first  four  or  five  years  is  an  arti- 
ficial forcing  that  is  more  likely  to  retard  development. 
The  following  represents  all  that  should  be  expected 
of  a  normal  child. 

First  six  months :  crying,  gesture  language 

Second  six  months :  babbling,  imitation  of  sounds, 
gesture  language 

One  year :  three  to  ten  words 

One  to  two  years :  vocabulary  of  100  to  500  words ; 
two -word  sentences 

Two  to  three  years :  500  to  1500  new  words ;  begins 
use  of  pronouns 

Three  to  four  years :  500  new  words ;  complete  sen- 
tences 

Four  to  five  years :  articulation  nearly  perfect ;  in- 
terest in  rhjmiing 

Five  to  six  years :  articulation  perfect ;  inflection  of 
nouns  and  verbs  nearly  perfect ;  interest  in  nonsense 
words ;  use  of  drawing 

Six  to  nine  years :  grammar  usually  correct ;  inter- 
est in  puns  and  in  secret  language ;  use  of  drawing  as 
language  expression ;  imitative  interest  in  symbols  of 
language  (alphabet,  reading,  writing) 

Nine  to  twelve  years :  genuine  interest  in  language 
sjmibols ;  easily  leams  reading  and  writing ;  with  lim- 
ited vocabulary,  slang  develops 


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CHAPTER  VI 

PREPARING  FOR  THE  BABY 

"  If  I  were  asked  what  I  considered  the  chief  requisite  for  the 
successful  practice  of  pediatrics  I  would  answer:  The  education 
of  the  mother.  It  is  impossible  to  do  even  fairly  good  work  in 
diseases  of  children  without  proper  home  cooperation.  A  direc- 
tion is  never  followed  out  so  well  as  when  it  is  understood." 

—  Doctor  Charles  G.  Kerley. 

"  Is  it  not  monstrous  that  the  fate  of  a  new  generation  should 
be  left  to  the  chances  of  unreasoning  custom,  impulse,  fancy  — 
joined  with  the  suggestions  of  ignorant  nurses  and  the  prejudiced 
counsel  of  grandmothers? 

"  To  tens  of  thousands  that  are  killed,  add  hundreds  of  thou- 
sands that  survive  with  feeble  constitutions,  and  millions  that 
grow  up  with  constitutions  not  so  strong  as  they  should  be ;  and 
you  will  have  some  idea  of  the  curse  inflicted  on  their  offspring 
by  parents  ignorant  of  the  laws  of  life." 

—  Herbert  Spencer. 

"  Even  the  ordinary  workman  needs  an  acquaintance  with 
the  nature  of  his  work  before  an  employer  will  put  a  task  into  his 
hands.  But  for  the  right  care  of  children  no  training  in  the 
mothers,  nurses,  or  teachers  has  been  considered  essential.  Con- 
sequently the  standard  exacted  among  such  persons,  instead  of 
being  very  high,  is  very  low." 

—  Doctor  Nathan  Oppenheim. 

Prenatal  Hygiene.  If  any  baby  could  supervise  the 
preparation  for  his  own  coming,  he  would  not  wait 
until  the  last  few  months  before  his  advent,  that  is, 
any  baby  who  had  even  moderate  ambition  for  his 
comfort,  his  happiness,  and  his  efficiency. 

He  would  begin  by  selecting  his  grandparents,  who 
would  be  high-minded,  religious,  abstainers,  moderate 

62 


PREPARING  FOR  THE  BABY  63 

in  all  their  habits,  industrious,  neither  wealthy  nor 
poverty-stricken,  and  who  would  bring  up  his  father 
and  his  mother  as  members  of  a  family  of  children  in 
the  same  spirit  and  with  foresight  for  his  welfare.  He 
would  direct,  during  their  childhood  and  adolescence, 
the  physical  regime  of  his  father  and  mother,  which 
would  be  simple,  natural,  regular,  chiefly  in  the  open 
air,  with  habitual  deep  breathing  and,  especially  for 
his  mother,  exercises  and  clothing  that  would  develop 
the  most  efficient  digestion,  breathing  capacity,  back 
and  trunk  muscles,  steady  nerves,  reserve  vitality.  He 
would  guide  their  education,  which  would  include  a 
minimum  of  traditional  junk,  parrotlike  mimicry  and 
discipline,  and  a  maximum  of  real  experience,  valu- 
able information,  and  aesthetic  appreciation  acquired 
through  personal  exploring,  experimenting,  judging, 
creating,  with  a  discipline  that  developed  self-direction, 
self-control,  and  self-reliance. 

He  would  anticipate  that  his  mother  and  father,  with 
such  a  heredity  and  education,  would  be  high-minded 
above  dissipation  and  triflings,  sensible  beyond  un- 
hygienic habits  in  food  and  in  dress,  well-poised  and 
superior  to  pettiness  and  discords,  with  a  radiant  love 
that  maintained  an  atmosphere  of  joyousness,  gracious- 
ness,  courage.  Having  chosen  each  other  because  they 
loved  each  other,  his  father  and  mother  would  live  and 
work  and  plan  because  they  loved  him.  Before  they 
invited  him  to  come,  they  would  have  a  comfortable 
home  settled,  so  his  mother  could  give  her  chief  atten- 
tion to  him  and  be  free  to  live  much  out-of-doors ;  they 
would  consult  their  physician  and  bring  themselves  to 
their  best  vitality,  so  he  might  have  the  best  physical 
constitution;  and  they  would  make  any  necessary 
sacrifice  of  their  own  desires  that  he  might  be  undis- 
turbed and  thus  grow  steadily  and  sturdily  until  his 
birthday. 

Physical  motherhood  is  a  natural,  normal  biological 


64  THE  MOTHERCRAFT  MANUAL 

process.  Under  a  natural,  rational  regime  it  should  be 
a  happy  experience  with  a  minimum  of  discomfort. 
The  essentials,  in  brief,  of  such  a  regime  are : 

1.  Thorough  elimination  of  the  increased  amount  of 
waste  products,  through  the  skin,  lungs,  kidneys,  and 
intestines. 

2.  Strong,  flexible  trunk  muscles. 

3.  Avoidance  of  fatigue,  undue  excitement,  unhappi- 
ness,  muscular  strain;   continence. 

4.  Simple,  nourishing  diet,  carefully  balanced,  anti- 
toxic, rich  in  minerals,  moderate  in  quantity,  with  a 
moderate  amount  of  liquid. 

The  mother  should  of  course  be  under  the  phy- 
sician's direction  and  observation  during  the  entire 
period. 

Clothing.  The  essentials  are  freedom  and  warmth. 
Maternity  clothing  need  not  be  slovenly  nor  too  ob- 
viously negligee.  Elaborateness  may  better  be  ex- 
pressed in  the  maternity  clothes  than  upon  the  baby 
clothes.  For  dresses  and  coats  a  design  with  fullness 
at  the  sides,  in  the  waist  and  skirt,  with  revers,  and  a 
high  waist  line,  is  especially  good.  The  materials 
should  be  plain,  or  with  a  small,  unobtrusive  design. 
Clothing  should  be  ample  enough  to  encourage  rather 
than  prevent  a  slight  perspiration,  thus  facilitating  the 
elimination  of  waste. 

The  weight  of  the  clothing  should  come  from  the 
shoulders.  This  is  important  in  order  to  prevent  any 
do^Amward  pressure  upon  the  internal  organs,  as  well 
as  to  allow  for  much  deep  breathing.  It  is  possible  by 
having  a  one-piece  union  suit,  a  brassiere  for  attach- 
ment of  hose  supporters,  a  combination  corset  cover 
and  petticoat,  and  a  one-piece  dress. 

All  the  clothing  should  be  comfortably  loose,  espe- 
cially any  neckbands,  sleeves,  gloves,  which  may  well 
be  a  size  larger,  as  there  is  a  slight  swelling  during  this 
time.     No   round   garters  should  be   worn,  as  these 


PREPARING  FOR  THE  BABY  65 

impede  the  circulation  in  the  legs  and  increase  the 
possibility  of  varicose  veins.  The  ankles  should  be 
well  protected,  because  the  blood  vessels  here  are 
very  near  the  surface  and  easily  chilled,  and  as  the 
blood  returns  from  the  legs  to  the  trunk  and  in- 
ternal organs,  internal  congestion  might  result  from 
chilling  of  the  lower  extremities.  Shoes  should  have 
low  heels  to  prevent  falling  and  rubber  heels  to 
minimize  jars. 

The  corset  is  a  moot  question.  The  woman  who  has 
not  been  accustomed  to  wearing  one  is  most  fortimate 
now,  for  she  has  been  developing  and  training  the 
muscles  of  the  back  and  trunk,  which  should  be  strong 
and  flexible,  equal  to  the  special  demands  made  upon 
them  during  the  last  four  months  and  at  the  birth.  If 
corsets  have  been  the  custom,  it  would  be  most  advis- 
able to  discard  them  three  or  six  months  before  mother- 
hood is  begun,  and  to  give  a  systematic  course  of  train- 
ing to  these  muscles.  Some  physicians  require  their 
patients  to  discard  corsets  during  this  time.  Their 
only  possible  value  is  to  support  the  back  and  the  bust, 
not  as  support  for  the  abdomen.  They  may  be  harmful 
by  crowding  the  internal  organs,  pressing  any  organs 
out  of  place,  interfering  with  the  fullest  deep  breathing 
and  internal  circulation,  keeping  the  trunk  muscles 
flabby  and  weak,  compressing  the  breasts ;  and  there- 
by causing  more  discomfort  to  the  mother,  depriving  the 
baby  of  sufficient  oxygen,  making  the  birth  longer  and 
more  difficult,  and  hindering  nursing  ability.  A 
brassiere  or  comfortably  fitted  muslin  waist  is  an 
adequate  bust  supporter ;  or  a  knitted  breast  binder  is 
procurable  which  should  be  applied  loosely  enough  to 
cause  no  compression,  which  hinders  the  development 
of  the  nursing  glands.  After  the  fourth  month,  the 
baby  rises  from  the  pelvis  to  the  abdomen  and  the  waist 
increases  in  size.  Ordinary  corsets  then  become 
especially  dangerous.     If  for  any  reason  a  corset  is 


66  THE  MOTHERCRAFT  MANUAL 

then  worn,  it  should  be  a  special  maternity  style,  such 
as  the  Ferris  maternity  waist.  During  the  last  month 
or  two,  it  is  advisable  to  discard  even  this  corset,  and 
if  any  support  is  necessary,  to  wear  an  abdominal 
supporting  band,  a  knitted,  shaped  band  being  espe- 
cially comfortable. 

Food.  The  careful  regulation  of  the  diet  and  food- 
taking  has  vastly  much  to  do  with  the  comfort  of  the 
mother  and  the  sturdiness  of  the  baby.  All  the  nourish- 
ment that  the  baby  receives  is  derived  from  the  sub- 
stances that  the  mother  takes  in  food  and  drink,  which 
are  digested  in  her  system  and  conveyed  from  her  cir- 
culation to  his.  It  is  a  mistaken  idea  that  the  mother 
is  '*  eating  for  two  ''  and  needs  to  increase  the  quantity. 
No  increase  in  her  normal  requirement  for  protein  or 
fat  is  considered  either  needed  or  desirable  during  the 
entire  nine  months,  or  any  increase  in  carbohydrates 
until  the  last  three  months.  The  system  cannot  use 
the  excess,  which  thereby  only  makes  a  greater  tax  upon 
the  organs  of  elimination  or  clogs  the  system  with 
poisons  and  overcrowds  the  abdominal  organs.  Abun- 
dance of  mineral,  especially  lime,  phosphorus,  iron,  and 
soda  is  essential.  During  the  last  three  months  there 
is  an  increase  of  about  one  fifth  in  the  energy  require- 
ments, which  is  best  met  by  an  increase  in  the  carbohy- 
drates not  to  exceed  this  proportion.  The  following 
table  gives  the  average  dietetic  needs  of  women : 

Sleeping  0.4  Calories  per  hour  per  pound  body  weight 

Sitting  quietly  (at 
meals,  reading, 
etc.)  0.6       i'         "      ."     ," 

At  light  muscular 
exercise  (dress- 
ing, standing, 
walking)  0.8        "  "       "       "        " 

At  active  muscular 

exercise  1.4        "         "       "      " 

For  example,  for  a  woman  weighing  125  pounds: 


PREPARING  FOR  THE  BABY  67 

Calories 

10  hours  resting  0.4  X  125  X  10       500 

5      "      sitting  0.6  X  125  X  5         375 

5      "      light  exercise    0.8  X  125  X  5         500 

4      "      active  exercise  1.4  X  125  X  4         700 

Total  for  day  2075 

Protein  10%  -  15%    207  -    311 

Fats  25%  -  35%     519  -    539 

Carbohydrate  50%  -  60%     1037  -  1245 

There  is  only  a  fraction  of  an  ounce  daily  increase 
In  the  weight  of  the  baby.  A  baby  weighing  6J  to  7| 
pounds  at  birth  is  more  natural  and  easier  for  the  mother 
than  a  heavy,  fat  baby,  which  is  produced  by  over- 
eating, overdrinking,  and  insufficient  exercise. 

The  toxin-free  diet,  the  quantity  at  one  meal,  and 
the  time  of  meals  are  matters  for  careful  consideration. 
During  this  period  there  is  an  increased  production 
of  waste,  poisonous  substances,  and  gases;  at  the 
same  time  there  is  often  an  increased  tendency  toward 
constipation.  Auto-intoxication  consequently  results, 
causing  much  discomfort  from  nausea,  headaches,  dizzi- 
ness, melancholia,  nervousness,  irritability.  Special 
care  should  therefore  be  taken  to  select  a  diet  (1)  chiefly 
free  from  purins,  (2)  and  from  stimulants,  (3)  higher  in 
base-forming  than  acid-forming  elements,  (4)  with 
high  mineral  content,  especially  lime,  and  (5)  laxa- 
tive. This  is  done  by  omitting,  or  using  very  spar- 
ingly, meats,  coffee,  tea,  pastry,  fried  foods,  irri- 
tating condiments,  vinegar;  and  by  including  milk, 
buttermilk  made  with  the  Bulgarian  tablets,  cheese, 
eggs,  nuts,  whole-wheat  bread,  bran  bread,  green 
vegetables,  salads,  fresh  and  dried  fruits,  fruit  juices, 
butter,  olive  oil.  Any  food  that  is  difficult  of  diges- 
tion, or  that  produces  fermentation  or  gas,  should  be 
omitted. 1 

Enough  water  should  be  taken  to  carry  off  waste 

1  See  Chapter  IX. 


68  THE  MOTHERCRAFT  MANUAL 

products  but  not  to  unduly  increase  the  body  fluids  or 
cause  flabbiness  of  tissues.  With  the  diet  rec- 
ommended, less  water  drinking  will  be  necessary  than 
otherwise,  six  glasses  a  day  probably  being  quite  ample. 
This  should  be  taken  at  intervals,  not  more  than  a  small 
glass  at  one  time,  and  not  less  than  half  an  hour  from 
meal  times ;  fruit  juices  or  milk  may  be  taken  instead 
of  plain  water. 

Alcohol,  even  in  dilute  quantities,  is  highly  injurious 
to  the  delicate  nerve  cells  of  the  body,  and  should  be 
avoided,  particularly  during  this  and  the  nursing  period. 
Patent  medicines  usually  contain  alcohol. 

With  a  well  regulated  diet,  there  is  less  probability  of 
cravings  for  unusual  or  abnormal  foods ;  such  cravings 
may  be  pampered  if  for  wholesome  foods ;  if  absurd  or 
abnormal,  they  should  be  ignored. 

During  the  last  four  months,  and  especially  the  last 
two,  it  is  better  to  take  the  food  in  five  meals  than  in 
three  meals.  There  is  less  room  in  the  trunk  for  the 
stomach  to  expand  in  the  movements  of  digestion, 
and  it  may  easily  crowd  uncomfortably  upon  the  heart. 
The  heaviest  meal  should  be  taken  in  the  middle  of 
the  day,  and  a  light  supper  two  or  three  hours  before 
bedtime,  for  adequate  digestion  and  comfortable  sleep. 
During  the  last  month,  the  daily  diet  may  well  include 
one  or  two  pints  of  milk  in  some  form,  because  of  its 
ease  in  digestion. 

Bathing.  A  daily  bath  is  especially  important  during 
this  period,  because  there  is  so  much  waste  and  poison 
to  be  eliminated.  If  the  pores  of  the  skin  are  not  kept 
clean  and  open,  the  kidneys  (the  work  of  which  is  now 
much  increased)  will  be  overtaxed,  or  some  of  the  poison 
will  remain  in  the  system,  causing  headaches,  nausea, 
and  other  discomforts.  Very  cold  or  very  hot  baths 
are  equally  to  be  avoided.  The  latter  may  cause  a 
miscarriage,  especially  during  the  first  three  months. 
A  woman  who  is  accustomed  to  a  daily  cold  bath 


PREPARING  FOR  THE  BABY  69 

may  continue  this  as  long  as  there  is  a  good  reaction. 
Surf  bathing  is  inadvisable  because  of  the  low  tempera- 
ture and  the  muscular  strain ;  bathing  in  quiet  waters 
is  quite  safe.  The  daily  bath  should  be  warm  enough 
for  cleansing  (90°-98°  F.),  followed  by  a  cool  sponge 
or  spray  for  tonic.  A  salt  bath  (one  quart  of  sea  or 
coarse  salt  dissolved  in  a  tub  of  water)  is  a  good  tonic. 
Two  baths  daily  are  permissible,  not  remaining  in  the 
water  more  than  ten  minutes.  A  vigorous  rub  with 
bath  mitts,  a  Turkish  towel,  or  coarse  damp  salt,  is  a 
further  aid  to  skin  elimination.  Vaginal  douches 
should  never  be  used  except  on  the  advice  of  the 
physician.  For  sleeplessness,  nervousness,  congestion 
of  blood  in  the  head,  the  neutral  (96°  F.)  sitz  bath  com- 
bined with  a  hot  foot  bath  will  promote  the  necessary 
equalizing  of  the  circulation. 

Exercise.  Exercise  now  has  two  important  pur- 
poses: the  elimination  of  waste,  and  the  strengthen- 
ing of  back  and  abdominal  muscles.  The  precautions 
are  avoidance  of  fatigue  and  of  sudden  or  severe  strain 
upon  the  abdominal  muscles  that  might  produce  a 
miscarriage.  During  the  first  three  months,  the  pla- 
cental attachment  is  relatively  insecure  and  therefore 
more  easily  detached.  The  certainty  of  motherhood 
cannot  be  established  until  the  third  or  fourth  month, 
although  some  presumptive  symptoms  are  manifested 
earlier.  The  woman  who  has  left  motherhood  to 
chance,  and  who  therefore  is  not  preparing  for  nec- 
essary care  during  these  earlier  months,  is  the  more 
liable  to  a  miscarriage  through  disregard  of  due  pre- 
cautions. 

The  ideal  for  this  period  would  be  complete  outdoor 
living,  with  two  miles  of  walking  each  day  and  plenty 
of  light  exercise  that  could  be  dropped  at  the  approach 
of  fatigue.  Such  a  gypsy-like  experience  is  often  re- 
moved from  usual  living  conditions.  With  a  little 
planning,  it  could  often  be  approached,  however.    The 


70  THE  MOTHERCRAFT  MANUAL 

investment  in  such  a  vacation  would  yield  far  richer 
returns  to  the  baby  than  an  expensive  layette,  to  say 
nothing  of  the  increased  comfort,  ease,  and  happiness 
of  the  mother.  The  extreme  antithesis  of  this  ideal 
would  be  continuous  indoor  life  with  no  work  to 
occupy  muscles  and  mind. 

The  individual  mother  must  plan  her  environment 
and  her  work  as  nearly  as  possible  to  the  ideal. 
Living  in  the  country  with  good  roads  has  the 
advantage  of  outdoors.  An  outdoor  sleeping  porch 
is  much  to  be  desired.  For  indoor  sleeping  or  work- 
ing, the  room  should  be  thoroughly  ventilated  with 
a  constant  current  of  fresh  outdoor  air,  with  the 
temperature  not  above  68°  F.  for  working,  and  from 
32°  to  60°  F.  for  sleeping.  Extra  clothing  may  be 
worn  rather  than  to  keep  the  windows  closed. 

A  habit  of  deep  breathing  of  outdoor  air  for  about  ten 
minutes  on  rising,  at  bedtime,  and  at  several  stated  times 
during  the  day,  will  be  wonderfully  beneficial.  The 
mother  is  now  breathing  for  two,  and  the  baby  needs 
much  oxygen. 

Light  household  work  is  beneficial.  Long  stand- 
ing, lifting,  or  pulling  heavy  weights,  scrubbing  on 
hands  and  knees,  running  up  and  downstairs,  much 
stooping,  working  long  over  a  hot  stove,  the  use  of  a 
sewing-machine  treadle  or  a  washboard,  are  harmful. 
If  the  responsibility  of  the  household  work  rests  upon 
the  mother,  she  must  use  her  ingenuity  to  reduce  it 
to  its  lowest  terms  of  muscular  energy.^ 

Walking  is  the  best  athletic  exercise,  two  miles  a 
day  being  desirable.  It  should  be  taken  in  easy  stages, 
stopping  to  rest  when  tired,  or  a  part  of  this  distance 
taken  at  different  times  during  the  day.  Golf,  tennis, 
basketball,  skating,  horseback  riding,  bicycle  riding, 
swimming,  rowing,  dancing,  surf  bathing,  long  rides 

1  See  Chapter  III. 


PREPARING  FOR  THE  BABY  71 

over  rough  roads,  involve  the  risk  of  overstrain,  and 
should  be  omitted. 

Special  Exercises.  Clothing  should  always  be  very 
loose,  especially  around  the  waist,  and  the  room 
should  be  well  ventilated,  for  these  exercises. 

Breathing  Exercises.  These  should  be  taken  out  of 
doors  if  possible;  otherwise,  at  an  open  window. 
Breathing  should  be  from  the  diaphragm.  Repeat  each 
exercise  three  to  six  times,  or  until  fatigue  begins. 

1.  Standing,  hands  on  lowest  margin  of  ribs,  thumbs 
toward  back,  fingers  few  inches  apart.  Blow  the 
breath  out  slowly,  bending  body  forward  at  hips  and 
pressing  in  gently  with  the  hands  to  force  out  the  air. 
Return  slowly  to  upright  position,  breathing  in  through 
the  nose  gently  to  utmost  capacity.  Hold  breath  ten 
seconds  and  repeat  exercise. 

2.  Stand  erect.  Take  a  deep  breath,  rising  on  balls 
of  feet,  extending  arms  out  at  side,  shoulders  high, 
hands  clenched  and  describing  small  circles,  as  though 
boring.  Hold  ten  seconds,  then  gently  drop  arms, 
blowing  out  the  breath  as  long  as  possible. 

3.  Lying  on  the  back,  hold  one  nostril  closed  and 
breathe  in  slowly  and  deeply  through  the  other.  Hold 
the  breath  five  or  ten  seconds,  close  the  second  nostril, 
and  breathe  out  through  the  first.  Repeat,  breathing 
in  through  the  first  and  holding  the  second  closed; 
hold  the  breath,  close  the  first,  and  breathe  out  through 
the  second.     This  is  a  soothing  exercise. 

Trunk  Exercises.  Any  one  not  accustomed  to  these 
exercises  should  consult  the  physician  before  beginning 
them  during  this  period.  All  exercises  should  be 
done  slowly,  with  no  jerking  movements. 

For  overcoming  constipation,  improving  the  tone, 
elasticity,  and  strength  of  the  abdominal  muscles. 

1.  Lie  flat  on  the  back,  arms  at  the  sides.  Raise  the 
right  arm  slowly,  keeping  it  parallel  with  the  body, 
describing  a  half  circle  until  it  rests  on  the  bed  or  floor. 


72  THE  MOTHERCRAFT  IMANUAL 

above  the  head.     Repeat  with  the  left  arm.    Bring 
each  arm  slowly  back  to  position.     (Figure  2.) 

2.  Same  position.  Raise  the  right  foot,  keeping  the 
toes  pointed  forward,  bending  the  knee  until  it  touches 
the  abdomen.  Repeat  with  the  left  foot.  May  be 
repeated  ten  times  or  imtil  fatigued.    (Figure  1.) 

3.  Same  position.  Bend  knees;  draw  the  abdominal 
wall  in  and  out  slowly  by  muscular  effort,  without  the 
assistance  of  deep  breathing. 

4.  Same  position.  Lift  the  trunk  from  the  floor, 
resting  the  weight  on  shoulders  and  hips. 

5.  Sit  or  stand,  hands  on  hips.  Twist  the  body 
slowly  to  the  right  and  slowly  return  to  position.  Re- 
peat, twisting  to  the  left. 

6.  Walk  up  and  down  stairs  moderately  with  a 
springing  step,  holding  the  body  erect,  shoulders 
straight,  chest  expanded,  mouth  closed,  weight  on 
balls  of  feet. 

These  simplest  and  easiest  exercises  may  be  continued 
throughout  this  period  or  may  be  commenced  at  any 
time. 

The  following  exercises  are  more  strenuous  and 
should  be  used  cautiously  during  the  first  three  and 
last  two  months  by  those  not  accustomed  to  exercise. 
The  physician  should  be  consulted  before  using  them 
during  this  time.  They  are  profitably  begun  six  months 
beforehand  and  are  valuable  for  ordinary  conditions  of 
life. 

7.  Lie  on  the  back,  arms  at  sides.  Raise  both  arms 
together,  as  in  Exercise  1.  Bring  arms  back  slowly  to 
sides. 

8.  Same  position.  Raise  the  right  foot,  toes  pointed 
forward,  knee  straight  till  leg  is  at  right  angles  with 
trunk ;  hold  position  ten  seconds  and  lower  foot  slowly. 
Repeat  with  left  foot.  Raise  both  feet  together. 
(Figure  2.) 

9.  Lying  flat  on  back,  hands  on  chest  or  clasped 


PREPARING  FOR  THE  BABY  73 

behind  head,  feet  held  down  under  a  chiffonier  or  by  an 
attendant,  come  to  sitting  position  without  assistance 
of  hands  or  elbows.     (Figure  4.) 

10.  Lie  on  the  back,  grasp  the  rounds  of  the  head- 
board and  gently  pull  the  body  toward  the  head  of  the 
bed.  Push  with  the  feet  against  the  footboard,  or 
other  non-resisting  surface. 

The  knee-chest  position  is  a  most  valuable  exercise. 
It  relieves  the  abdominal  pressure,  and  therefore  any 
swelling  in  the  legs  from  such  pressure,  or  any  prolapsis 
of  internal  organs,  bearing-down  feelings,  backache, 
disturbed  pelvic  circulation.  It  may  be  taken  a  few 
minutes  at  a  time,  several  times  a  day.  Sleeplessness 
will  often  be  relieved  by  taking  this  position  for  a  few 
minutes  and  then  lying  down.  Kneel  on  the  floor  or 
other  unyielding  surface.  Lay  the  side  of  the  face 
down  on  this  surface,  with  the  shoulder  of  that  side  as 
near  the  knees  as  possible,  keeping  the  upper  leg 
from  knee  to  hip  at  right  angles  with  the  floor.  Weight 
may  be  supported  on  forearms  placed  at  right  angles 
to  the  body. 

A  good  posture  should  always  be  maintained  when 
sitting  or  standing;  especially  avoid  letting  the  chest 
sink  in.  Whenever  possible  in  sitting,  especially  after 
meals,  elevate  the  feet,  thus  preventing  varicose  veins 
and  swelling  in  the  legs. 

Sleep.  Much  sleep  is  needed.  From  eight  to  ten 
hours'  sleep  at  night  is  essential,  and  a  nap  or  rest  in  the 
afternoon,  about  an  hour  after  the  midday  meal.  By 
following  the  regime  previously  given,  undisturbed 
sleep  is  likely  to  be  the  rule.  The  mother  should  sleep 
alone,  and  preferably  in  a  room  by  herself.  A  little 
pillow  under  the  small  of  the  back  is  very  comfortable, 
and  during  the  last  four  months,  an  additional  pillow 
imder  the  shoulders. 

Teeth,  Hair,  Eyes.  The  teeth  should  have  been 
examined  and  put  in  good  condition  before  the  begin- 


74  THE  MOTHERCRAFT  MANUAL 

ning  of  this  period.  During  the  entire  time  they  should 
be  brushed  carefully  after  every  meal,  and  the  mouth 
rinsed  with  an  alkaline  wash,  such  as  milk  of  magnesia 
or  soda  bicarbonate.  The  scalp  should  be  massaged 
every  day  during  the  last  two  months  and  the  two  suc- 
ceeding months,  to  prevent  the  hair  falling  out.  The 
eyes  should  be  examined  three  months  after  the  birth. 

Prenatal  Influences.  Life  begins  when  the  germ 
cells  unite,  and  from  that  time  the  mother  is  the  guardian 
of  a  living,  though  immature  child.  By  the  end  of  the 
third  month  the  form  and  features  are  complete,  though 
in  miniature,  the  weight  is  about  four  ounces  and  the 
length  about  three  inches.  The  study  of  development 
before  birth  is  called  embryology.  So  far  as  scientific 
research  has  been  able  to  discover,  there  are  no  nerve 
cells  connecting  the  nervous  system  of  the  mother  with 
that  of  the  child.  Notwithstanding  superstitions  and 
folklore  to  the  contrary,  it  is  scientifically  known  that 
she  cannot  give  her  child  a  Greek  nose  by  looking  at 
classic  pictures,  an  ape  face  through  seeing  some  dis- 
agreeable sight,  or  musical  genius  by  attending  con- 
certs. Anatomical  form  and  mental  traits  are  matters 
of  heredity,  as  previously  stated,  and  these  factors  are 
settled  forever  when  the  germ  cells  unite.  The  sex 
is  also  determined  at  that  time,  apparently  depending 
upon  the  sex-determining  factors  in  the  germ  cells. 
Hundreds  of  theories  (such  as  the  diet  or  the  con- 
dition of  the  parents)  have  been  suggested  for  in- 
fluencing the  sex  of  the  child,  but  none  of  these  is 
as  yet  proven  true,  and  certainly  no  such  influence 
can  have  any  effect  after  the  germ  cells  have  united. 
"  Birthmarks,"  such  as  red  or  blue  spots,  are  probably 
due  to  some  interference  with  the  blood  supply  during 
development. 

The  mother  is  influencing  the  child  during  the  entire 
nine  months,  through  the  blood  supply.  If  she  indulges 
in  fear,  an^er,  melancholy  (dark  emotions  that  develop 


PREPARING  FOR  THE  BABY  75 

poison  in  the  blood),  if  she  over-eats,  or  takes  alcohol, 
if  she  neglects  deep  breathing,  daily  bathing,  elimina- 
tion, exercise,  she  is  impoverishing  and  poisoning  the 
blood  supply,  and  the  quality  of  her  child's  bodily  and 
mental  characteristics  will  suffer.  If  she  lives  a  whole- 
some life,  following  a  regime  that  continuously  elimi- 
nates poisons  and  gives  abundant  nourishment  and 
oxygen,  with  the  cultivation  of  peace,  cheer,  courage, 
joy  (emotions  that  promote  good  circulation  and  a 
wholesome  blood  stream),  she  is  providing  good 
nourishment  and  enhancing  the  quality  of  her  child's 
life. 

It  is  for  the  comfort  of  the  mother  and  for  the  welfare 
and  beauty  of  the  child  that  the  mother  should  be 
sacredly  reserved  for  her  work  during  this  and  the 
nursing  period. 

A  normal  woman  whose  physical  life  through  her 
childhood  and  adolescence  has  been  well  regulated 
should  have  an  easy  experience.  A  certain  amount  of 
discomfort  and  mental  depression  is  to  be  accepted  as 
a  matter  of  course,  but  the  greater  care  now  given  to 
physical  hygiene  would  naturally  increase  health  and 
vitality.  Concerts,  plays,  lectures,  and  social  gather- 
ings (except  where  these  would  involve  crowds  and 
ill- ventilated,  overheated  rooms),  reading,  music,  play, 
should  all  be  part  of  her  life  during  this  time.  The  joy 
of  anticipation  gives  the  singing  heart  and  makes  this 
a  time  of  beatitude,  of  weaving  of  dreams  such  as  no 
other  experience  in  life  can  give. 

The  preparation  of  the  nursery  and  the  baby  clothes 
is  part  of  the  joyous  experience.  This  may  well  begin 
early,  that  it  may  proceed  leisurely,  without  sense  of 
haste,  and  with  its  full  measure  of  satisfaction.  Sim- 
plicity, cleanliness,  economy  in  care,  daintiness,  are 
the  kejmotes. 

The  Nursery.  Room.  It  is  desirable  that  the  baby 
should  have  a  room  alone.     If  this  is  not  possible,  his 


76  THE  MOTHERCRAFT  MANUAL 

room  should  be  equipped  for  the  nursery,  and  only  the 
mother  or  nurse  should  sleep  in  the  same  room.  Sunny 
exposure  is  essential.  Second  floor  is  preferable,  for 
dryness,  and  freedom  from  eats  and  dogs.  A  covered, 
sunny  veranda  for  outdoor  sleeping  is  most  desirable. 
The  room  should  be  ventilated  from  two  sides,  and 
preferably  with  open  fireplace. 

Floor.  Washable,  either  painted,  oiled  or  waxed, 
never  carpeted.     Small  size  washable  rugs. 

Walls.  Washable,  either  painted  or  covered  with 
Sanitas,  at  least  to  wainscot  four  feet  high.  Soft, 
plain,  neutral  tone ;  buff,  warm  gray  or  medium  green. 

Curtains.  Both  light  and  dark  shades;  sheer, 
washable  curtains,  plain  or  figured  scrim;  no  heavy 
window  draperies  or  portieres. 

Heating.  Preferably  hot-water  heater,  with  open 
fireplace  for  occasions.  Steam  and  hot-air  systems 
lack  a  sufficient  amount  of  moisture,  and  are  subject 
to  sudden  changes  in  temperature.  Gas  or  kerosene 
stoves  consume  the  oxygen  and  should  not  be  used  in 
the  nursery.  Coal  stoves  should  be  carefully  watched 
to  avoid  poisonous  gases  from  imperfect  combustion, 
or  sudden  changes  in  temperature.  Large  open  basins 
of  fresh  water  should  be  kept  in  the  room  in  winter, 
to  supply  humidity. 

Lighting.  A  dim,  shaded  light  for  night  use,  lit 
only  when  needed.  Nursery  should  be  dark  at  night; 
daylight  soft  but  not  darkened,  during  first  two  weeks ; 
ordinary  lighting  thereafter  during  waking  hours, 
softened  but  not  dark  during  daytime  sleep. 

Nursery  Equipment 

Chiffonier  for  clothes  and  toilet  equipment 
Low  chair  or  rocker  without  arms 
Basket  or  bassinet  for  first  four  or  six  months,  with 
stand ;  high  bassinet  stands  are  now  procurable 


Approved  Shoes  and  Baby  Carriage. 


PREPARING  FOR  THE  BABY  77 

Iron  or  brass  crib,  high  sides,  plain  round  tubing 
without  ornamentation,  narrow  spaces  between  bars, 
one  side  to  be  lowered 

High  folding  screen  with  detachable,  washable  cover- 
ing for  wings;  a  firm-standing  clotheshorse  four  feet 
high  answers  also  for  a  clothes  rack ;  covering  of  muslin, 
cheesecloth,  or  china  silk,  attached  with  tapes  when 
needed 

Nursery  table  for  dressing,  with  plain,  round  legs  and 
a  six-inch  ledge  securely  screwed  on ;  edges  and  comers 
of  ledge  preferably  rounded.  An  ordinary  kitchen  table 
with  drawer  answers  very  well.  A  carpenter  can  make 
and  attach  the  ledge. 

One  or  two  small  low  tables,  with  rounded  legs,  for 
bathtub  and  bath  accessories 

Folding  tables  economize  space.  Firm,  round  tables 
can  be  used  later  for  the  child's  dining  and  play. 

For  hassinet:  Four-fold  cotton  blanket  or  table  felting 
as  mattress ;  or  6-inch  pad  filled  with  clean  silk  floss, 
hair,  straw,  or  chaff 
8  absorbent  pads,  quilted  or  of  table  felting 
4  to  6  sheets,  cotton  for  summer,  soft  outing  flannel 
(all  cotton)  for  winter 

1  or  2  knitted  afghans,  or  blankets  of  eiderdown  or 
three-quarter  wool 

For  crib:    Hair  or  silk  floss  mattress;    for  economy, 
clean  straw  may  be  used. 

2  absorbent  pads 

4  to  6  sheets,  cotton  or  outing  flannel 
1  or  2  knitted  spreads,  or  eiderdown  quilts  or  three- 
quarter  wool  blankets 

1  or  2  pique  or  dimity  counterpanes 

Papricloth    nursery  blankets,    or   lightweight   rubber 
sheeting,  to  protect  mattresses 

2  pads  of  hair  or  straw  i  inch  thick,  9  X  12  inches 

3  to  6  cotton  slips  for  pads 

6  to  12  square  or  triangular  pads,  12-inch  size,  quilted, 

stockinet,  or  table  felting 
1  rubber  lap  protector,  detachable  pique  or  flannel  slips 


78  THE  MOTHERCRAFT  MANUAL 

1  yard  dark  gi'een  sateen  for  bassinet  canopy 
2-3  yards  cheesecloth,  dimity,  or  china  silk  for  one  end 
and  side  of  crib 

50  yards  cheesecloth,  six  to  ten  cents  a  yard,  for  diapers, 
face  cloths 

3  sizes  of  safety  pins  with  safety  fasteners 

Nursery  scales,  common  beam  type,  not  spring  type 
commonly  sold  for  nursery,  which  are  difficult  to 
read  and  unreliable 

Bathtub,  enamel  or  tin  most  practicable.  Rubber  is 
soft  and  adaptable,  but  soon  outgrown,  and  baby 
cannot  kick  or  splash  so  well.  After  five  or  six 
months,  the  baby  may  be  bathed  in  the  large  bath- 
tub. 

Room  thermometer,  Fahrenheit 

Bath  thermometer,  Fahrenheit;  red  or  blue  indicator 
easier  to  read  than  mercury 

1  or  2  small  white  enamel  hand  basins,  one  of  these 
kept  exclusively  for  diapering 

1  largest  size  white  enamel  or  agate  bucket  with  cover, 
for  diapers 

1  2-quart  pitcher 

1  4-quart  pitcher 

1  3-ounce  package  lysol 

1  pound  boracic  acid  (powder) 

1  pound  powdered  borax 
Small  hand  scrub  brush 

Small  hot-water  bottle  or  thermophor 

Smallest  size  china  or  enamel  cuspidor 

Nurse's  apron  with  bib 

Bath   apron   of   knitted   goods,   stockinet,   or   heavy 

Turkish  toweling 
Light-weight    detachable    rubber    sheeting    apron    to 

wear  under  bath  and  nursery  aprons 
6  wash  cloths,  8-inch  square,  of  soft  old  table  linen, 

stockinet,  knitted,  or  four-fold  cheesecloth 

2  largest  size  soft  Turkish  bath  towels 
2  medium,  soft  linen  towels 

2  soft  face  towels,  of  old  table  linen  or  toweling 
Package  ti^ue  paper  napkins 


PREPARING  FOR  THE  BABY  79 

Wooden  box  with  hinged  cover,  or  enamel  tray,  for 
bath  accessories,  as  follows : 

a.  Baby's  soft  hairbrush 

b.  Celluloid  or  ivory  soap  box  with  cover 

c.  Small  semi-blunt  scissors 

d.  2  6-ounce  glass  jars  with  screw  tops,  to  hold 

sterilized  gauze  and  cotton 
6.    Cake  pure  Castile  or  Palmolive  soap 

f.  2-ounce  bottle  liquid  albolene  or  sterilized  olive 

oil 

g.  2-ounce  bottle  liquid  vaseline 
h.   2-ounce  bottle  grain  alcohol 

i.   2-ounce  bottle  saturated  solution  of  boracic  acid 

(made  from  powder) 
j.   2-ounce  bottle  2%  boracic  acid 
k.   Small  box  zinc  ointment 
1.    Small  tube  cold  cream 
m.   Shaker-top  powder-box,  with  powder  made  of  1 
ounce  oxide   of  zinc,  1   ounce  cornstarch  or 
rice  powder,  1  ounce  boracic  acid 
.n.   Small  package  absorbent  cotton  (kept  in  covered 

jar) 
o.   Sterilized  cheesecloth  cut  in  3-inch  squares  (kept 
in  covered  jar)^ 

Baby  Carriage.  High ;  not  less  than  14  inches  wide, 
and  28  inches  long,  inside  measurements ;  wood  body 
preferable  to  reed  or  rattan  (latter  should  be  kept  free 
from  dust  by  frequent  cleaning) ;  detachable,  washable 
covering  to  upholstery;  good  springs,  brake,  rubber 
tires;  porous  hood  with  lining  dark  green,  brown,  or 
gray  to  protect  eyes  (never  white),  ventilated  by  holes 
near  top  or  by  side  curtains ;  ample  drop  for  feet  when 
baby  is  sitting  up;  reversible  body  or  handles  desir- 
able. 

Baby  Pen.  The  nursery  table  or  crib  will  answer 
until  the  sitting  stage,  at  five  or  six  months,  and  the 
crib  until  the  creeping  or  climbing  stage,  at  seven  or 

1  See  page  363. 


80  THE  MOTHERCRAFT  MANUAL 

nine  months.  A  pen  four  to  six  feet  square  gives  room 
for  tumbling  and  creeping.  It  should  have  a  wood  bot- 
tom, preferably  of  slats  loosely  joined  (for  flexibility). 
Raised  six  inches  above  the  floor,  to  escape  drafts; 
sides  made  of  slats  or  plain  round  rods  4  inches  apart, 
2|  feet  high ;  edges  rounded ;  clean  detached  quilt 
or  table  felting  over  floor.  Sides  may  be  hinged  to  fold 
away.  A  large  packing  box,  sides  padded,  raised  on 
6-inch  blocks,  may  be  used  for  economy.  The  light- 
weight pens,  resting  on  the  floor,  usually  found  in  the 
shops,  are  drafty  and  inadvisable. 

Harmful  Equipment.  The  following  have  no  place 
in  a  baby  welfare  nursery : 

All  unsanitary  germ  holders,  such  as  sponge,  powder 
puff,  basket  trimmings,  open  or  porous  toilet  basket, 
pacifier,  veil. 

Rubber  or  other  waterproof  diapers,  because  they 
are  imavoidably  heating  and  irritating;  feathers,  be- 
cause too  heating;  linen  sheets,  which  are  cold  and 
chilling. 

Pinning  bands  or  swaddling  clothes,  which  prevent 
the  activity  so  essential  for  growth. 

Cradles  or  rocking  bassinets,  which  are  injurious  to 
the  nerves. 

Baby- walkers,  because  they  keep  the  baby  too  long 
on  his  feet  and  legs  when  he  needs  the  intermittent  rest 
of  lying  down  while  learning  to  walk ;  they  retard  his 
confidence  in  walking  alone,  and  are  a  cause  of  danger- 
ous falls. 

Low  go-carts  and  sulkies,  which  keep  the  baby  in  the 
low  strata  of  dust  and  germ-laden  air,  and  which  are 
frequently  badly  proportioned  for  good  posture. 

Soothing  syrups,  patent  medicines,  paregoric,  whis- 
key, brandy ;  they  are  all  poisonous. 

Patent  artificial  foods;  they  are  expensive  and  an 
inefficient  makeshift. 


Drugs  and  Unsanitary  Appliances. 


Unhygienic  Equipment  and  Unsatisfactory  Scales. 


PREPARING  FOR  THE  BABY  81 

Clothing  List  for  First  Six  Months. 

Minimum        Moderate 

2  3        knitted  binders  with  tapes  to  tie 

2  4        knitted     shirts,     double-breasted, 

size  2 
2  4        flannel  Gertniae  petticoats 

1  2        nainsook  Gertrude  petticoats 

2  4        dozen  cheesecloth  diapers,  1  yard 

square,  sterilized 

2  2        dozen  stockinet  or  cotton  bird's- 

eye  diapers,  22-inch,  sterilized 

3  4        nightgowns:     soft    crepon,    long 

cloth,  nainsook,  or  Viyella 
flannel 

3  6        plain    slips:     soft    crepe,    crepon, 

long  cloth,  or  nainsook 

1  2        fine  slips:    nainsook,  dimity,  soft 

lawn,  batiste,  or  linen 

1  3        wrappers:        cashmere,       challie, 

flannel,  or  albatross 

1  2        sacks:   Imitted,  flannel,  challie,  or 

cashmere 

1  1        kimono-sleeve    wrap :     cashmere, 

flannel,  eiderdown,  or  broad- 
cloth. Separate  padded  lining 
(cheesecloth  or  china  silk)  for 
cold  weather 

1  2        bonnets:     nainsook,    lawn,    china 

silk,  or  silk  knitted  (open  mesh) 
for  summer.  Flannel,  broad 
cloth,  cashmere,  or  loosely 
knitted  for  cool  weather. 
Quilted  detachable  lining  of 
cheesecloth  or  china  silk  for 
cold  weather 
1        hood  shawl:  flannel,  or  cashmere 

1  2        shawls:   flannel  or  knitted 

1  4        pair  long  hose :  cotton  for  summer 

Merino  for  cool  weather 

1  2        pair  bootees :   porous,  not  heavy 


82  THE  MOTHERCRAFT  MANUAL 

Knitted  binders  are  more  elastic  than  flannel. 

Cotton  bird's-eye,  or  cheap  outing  flannel  diapering 
is  warmer  and  more  absorbent  than  linen  or  canton 
flannel ;   stockinet  is  best. 

Cotton  material  for  slips,  and  lace  or  embroidery  for 
trimmings,  should  be  very  soft. 

Viyella  flannel,  which  is  half  wool  and  non-shrink- 
ing, is  most  satisfactory;  loosely  woven  flannel,  half 
wool,  with  silk  or  cotton,  is  soft,  shrinks  little,  and  is 
warmer  than  heavy,  close  weaves. 

Outing  or  Shaker  flannel  is  all  cotton ;  the  soft  nap 
is  highly  inflammable. 

Crepe,  crepon,  and  woolens,  should  be  shrunk  before 
making. 

Knitted  shawls,  jackets,  and  quilts  are  warmer  and 
lighter  than  woven  fabrics ;  avoid  colors  unless  guaran- 
teed non-fading. 

For  the  knitted  (ready-made)  shirts,  some  authorities 
prefer  all  cotton,  others  part  wool.  All  wool  is  never 
advisable,  as  the  baby's  skin  is  very  sensitive,  and 
furthermore,  all  wool  shrinks  badly.  For  most  babies, 
under  average  conditions,  one-quarter  wool,  three- 
quarters  cotton  or  silk  is  advised.  In  very  warm 
weather,  all  cotton  is  better.  In  very  cold  climates, 
half  or  three-quarters  wool  may  be  advisable.  Silk 
has  no  special  advantage  over  cotton.  Babies  with 
very  delicate  skin,  eczema,  or  any  rash  should  never 
have  wool  next  the  skin.  Some  manufacturers  now 
make  part  wool  knitted  underwear,  having  only  the 
cotton  thread  next  the  skin,  wool  outside. 

The  binder  is  worn  only  two  or  three  weeks,  as  a 
protector  to  the  navel  until  it  is  healed.  It  should  be 
fastened  comfortably,  not  tight.  With  delicate  babies 
or  those  out  of  doors  in  cold  weather,  a  band  with 
shoulder  straps  may  be  worn  as  a  substitute  during  the 
first  year,  although  this  is  unnecessary  with  a  double- 
breasted  shirt.     The  Vanta  binders  and  shirts  (double- 


Kimono  Coat,  Raglan  Sleeve  Slip,  Kimono  Slip. 


Knitted  Shirt  and  Band.     Shaped  Diapers.     Diaper 
Fastening  with  Tapes. 


Gertrude  Petticoat,     Kimono  Nightgown  Fastening  with 

Snaps. 
For  the  Layette. 


PREPARING  FOR  THE  BABY  83 

breasted),  fastening  with  twistless  tape  instead  of 
buttons,  are  especially  satisfactory. 

Making.  Preparation  of  the  baby  clothes  should  be 
a  joy  and  not  a  worry  or  burden.  Let  them  be  simple, 
moderate  in  quantity. 

The  kimono  or  raglan  sleeve  gowns,  wrappers,  and 
coats  are  much  easier  to  put  on  and  off  than  the  set- 
in  sleeve.  By  liberal  measure  under  the  shoulders,  the 
sleeve  will  not  pull  out ;  a  gathering  string  at  the  cuff 
for  little  babies  will  keep  the  hand  from  slipping  out. 

All  seams  should  be  flat. 

Seams  on  woolen  garments  should  be  felled  or  edges 
featherstitched  flat.  Armhole  and  neck  of  flannel 
garments  should  be  covered  with  soft  seam-binding 
or  turned  back  J  inch  and  raw  edge  stitched  down  or 
featherstitched;  never  turn  under,  as  this  makes  a 
ridge.  At  hem  of  flannel  petticoat,  raw  edge  need  not 
be  turned  in  but  may  be  featherstitched  flat. 

Sleeves  may  be  turned  back  in  a  2-inch  hem  for  first 
months. 

Edge  of  dress  sleeves  and  neck  may  be  finished  with  a 
|-inch  hem  with  featherstitching,  or  a  narrow  Arme- 
nian or  val  lace,  or  soft  batiste  embroidery,  whipped 
on ;  or  twistless  tape  or  wash  ribbon  i  to  J  inch  wide, 
may  be  run  through  facing  or  beading  at  neck  and  one 
or  two  inches  from  edge  of  sleeve. 

Fine  gathers  or  tucks  may  be  made  in  the  front  and 
back  of  slips  to  form  a  yoke ;  these  may  be  taken  out 
later  as  the  baby  grows. 

Beading,  or  buttonholed  eyelets  two  inches  apart, 
for  wash  ribbon  sash,  may  be  made  in  dresses,  thus 
forming  a  yoke ;  leave  garment  loose  two  inches  each 
side  of  under-arm  seam. 

Maximum  length  allowable  for  dresses  and  petticoats, 
27  inches ;   minimum,  22  inches ;   hems,  1  to  3  inches. 

Neckbands,  9J  inches  at  birth  to  10  inches  at  6 
months. 


84  THE  MOTHERCRAFT  MANUAL 

Sleeve  bands  should  be  8  to  12  inches  long. 

Average  length  of  infant,  neck  to  soles,  at  birth,  is 
16  inches ;  at  6  months,  24  inches. 

Set-in  sleeves,  small  cuffs,  small  neckband,  tiny 
buttons,  make  dressing  difficult.  Gathering  string  of 
twistless  tape  or  ribbon,  with  beading,  at  sleeves  and 
neck,  are  recommended,  or  ample  neckbands. 

Kohinoor  snappers  are  preferable  to  buttons,  using 
care  in  laundering  to  prevent  bending.  If  sewed  on  to 
linen  tape,  which  can  be  used  as  a  facing  for  material, 
there  is  less  strain  on  goods. 

Short  Clothes.  Clothes  are  usually  shortened  at 
four  months  in  summer  or  six  months  in  winter,  keeping 
about  the  same  models. 

Rompers  are  convenient  after  creeping  begins.  The 
English  use  diaper  drawers  knitted  of  soft  wool. 

Leather  moccasins,  made  after  the  Indian  model, 
with  seams  outside,  are  the  best  footgear  until  the 
walking  stage,  at  twelve  to  fifteen  months. 


CHAPTER  VII 

CARE  OF  THE  BABYi 

'*  Everything  in  after  life  depends  upon  uninterrupted  healthy 
growth  during  infancy." 

—  Doctor  F.  Truby  King. 

**  There  is  no  young  creature  in  the  world  so  ignorantly  and 
cruelly  nurtured  as  the  average  infant." 

—  Ihid. 

"  Since  what  is  needed  most  is  intelligent  care,  all  proper 
means  should  be  employed  to  educate  mothers  and  those  caring 
for  infants,  in  proper  methods  of  doing  this." 

—  Doctor  L.  Eiimett  Holt. 

The  baby  is  a  unity  of  body,  mind,  and  soul,  and  these 
cannot  be  separated  in  his  actual  life.  During  every 
minute  of  his  care,  in  every  detail,  his  whole  nature  is 
being  influenced  and  his  character  shaped.  It  is  only 
for  convenience  of  discussion  that  the  physical  regime 
is  separated  from  the  rest  of  his  care. 

The  regime  here  outlined  is  for  normal,  well  babies, 
for  their  first  year  or  two.  Delicate,  feeble,  or  sickly 
infants  must  receive  special  care,  under  the  physician's 
directions,  in  their  feeding,  bathing,  clothing,  and  out- 
door living. 

There  are  only  a  few  fundamental  principles,  but 
these  are  to  be  practiced  with  conscientious  thorough- 
ness by  every  one  who  has  anj^hing  to  do  with 
the  child.  It  is  the  little  details  in  the  routine  of 
his  daily  life  that  produce  vigor  or  weakness.  EiTors 
in  his  care  now  easily  cost  his  life;    or  apparently 

^  See  Preface,  page  xiii. 
85 


86  THE  MOTHERCRAFT  MANUAL 

they  may  not  harm  him  now  but  will  be  paid  for  in 
suffering,  deformities,  or  weakness  in  childhood  or  adult- 
hood. The  woman  who  has  this  responsibility  needs 
special  preparation  in  self-sacrifice,  self-control,  gentle- 
ness, regularity,  thoroughness,  and  accuracy  in  little 
details.  She  should  be  in  good  health,  free  from  any 
contagious  disease. 

Fundamental  Principles. 

1.  Regularity,  particularly  in  feeding,  sleep,  stools 

2.  Cleanliness  of  baby,  food,  clothing,  utensils, 
toys,  nursery 

8.  Fresh  air  and  sunshine.  Nature's  great  disin- 
fectants and  vitalizers 

4.  Gradual,  moderate  changes  in  temperatures, 
clothing,  food,  regime 

5.  Quiet,  because  the  brain  and  nervous  system  are 
yet  incomplete  in  their  development,  and  are  very 
sensitive;  the  maximum  of  sleep,  with  little  stimula- 
tion while  awake.  The  brain  grows  as  much  during 
the  first  year  as  during  all  the  rest  of  life. 

6.  Gentleness  in  handling,  to  prevent  any  curvature 
or  misshaping  of  the  soft  bones,  or  shocks  to  the  nerves 

7.  Moderate  warmth,  which  avoids  either  chilling 
or  coddling 

8.  Freedom  of  movement,  for  only  thus  can  body 
and  mind  normally  develop 

9.  Training  in  self-control,  which  can  begin  the  first 
day  and  needs  daily  attention 

10.  Mothering,  cuddling,  fondling,  regularly  every 
day,  before  feeding,  at  bath  or  dressing  times,  an  hour 
previous  to  bedtime 

11.  Holding  and  Lifting.  The  whole  length  of  the 
spine  and  the  weight  of  the  head  must  be  well  supported 
until  the  baby  is  strong  enough,  at  six  or  seven  months 
of  age,  to  support  these  himself.  In  lifting  a  young 
baby,  the  left  hand  and  arm  are  slipped  under  the 
head,  neck,  and  upper  back,  the  right  hand  under  the 
lower  back.  He  may  be  carried  in  one  arm  by  sup- 
porting the  head  in  the  crook  of  the  elbow  and  sup- 


CARE  OF  THE  BABY  87 

porting  the  entire  length  of  the  back  with  the  fore- 
arm, wrist,  and  hand.  If  held  in  an  upright  posi- 
tion at  this  early  age,  the  wobbly  head  should  al- 
ways be  supported.  Never  lift  a  baby  or  little  child 
by  his  arms. 

Daily  Regime.  The  following  schedule  is  in  general 
typical  for  the  first  year.  It  will  vary  somewhat  with 
the  age  of  the  baby,  the  climate  and  season.  In  vary- 
ing from  this  schedule,  note  that  the  following  factors 
are  important  and  to  be  observed  strictly : 

1.  Regularity  in  feeding 

2.  Interval  of  one  hour  after  a  feeding  before  bath 

3.  Interval  of  one  hour  between  feeding  and  fruit 
juice 

4.  Interval  of  twenty  to  thirty  minutes  between 
feeding  or  water  and  urinating ;  this  interval  should  be 
observed  for  the  individual  child,  that  the  habit  of 
control  (and  the  saving  of  wet  diapers)  may  be  es- 
tablished as  early  as  possible 

5.  Regular  time  for  stools;  by  beginning  the  week 
after  birth  this  can  be  early  established,  and  much  un- 
necessary work  saved 

6.  Regular  time  for  the  bath,  scheduled  for  mid- 
morning  or  for  evening,  according  to  which  time  is 
found  to  agree  best  with  the  baby 

7.  Regular  times  for  play,  kicking,  cuddling 

8.  Regular  time  for  weighing,  that  conditions  may 
be  the  same 

9.  Note  that  in  cool  weather  the  baby  should  not  be 
put  outdoors  until  one  hour  after  the  bath ;  and  that 
an  oil  rub  may  be  given  instead  of  the  cool  sponge  at 
night 

A  daily  schedule  card  is  of  assistance  in  maintaining 
regularity,  noting  new  developments  or  unusual  condi- 
tions. It  is  advisable  to  record  it  at  least  once  a  week, 
on  the  day  for  the  weekly  weighing. 


88  THE  MOTHERCRAFT  MANUAL 

Typical  Schedule 
Conditions.    Season  :  June     Age  of  Baby  :    Four  Months 

A.M. 

5 :  30  Wakened ;  changed.  (Some  babies  will  sleep  until 
6 :  00,  others  will  waken  early,  and  should  be  changed 
but  not  fed ;  may  be  given  water  if  they  cry,  and  left 
to  play  in  bed.) 

6:00-6:  15  Feeding 

6 :  30  Urinated  (cuspidor) 

6 :  45-8 :  00  Slept 

8 :  00  2  teaspoons  water ;  stool  (cuspidor)  nomial 

8 :  00-8 :  30  Kicking  in  bassinet  (or  on  nursery  table) ;  crying 
10  minutes 

8 :  30  Weighing,  exercise,  rub 

8 :  40  Urinated  (cuspidor) 

8:40  Bath  (temperature  98°  F.) ;  cool  sponge  (84°  F.) ; 
dressed ;  crying  10  minutes 

9 :  00-9  :  15  Feeding 

9 :  30  Put  outdoors ;  asleep 
11 :  55  Wakened ;   changed 
12 :  00-12 :  15  Feeding 

P.M. 

12 :  40  Urinated  (cuspidor) 
12  :  45  Put  outdoors 

1 :  00-2  :  00  Slept 

2  :  00  Changed ;  2  tablespoons  prune  juice 

2  :  00-3  :  00  Kicking  on  nursery  table  (or  in  pen)  in  open  air 

3  :  00-3  :  15  Feeding 

3  :  30  Urinated  (cuspidor) 

3  :  30-4 :  30  Put  outdoors ;  slept ;   crying  10  minufes 

4  :  30-5  :  30  Cuddled 

5 :  00  2  teaspoons  water 
5 :  30  Urinated ;  stool  (cuspidor)  normal 
5 :  45  Rub ;  sponge  bath  (90°   F.) ;   dressed  for  night 
6 :  00-6 :  15  Feeding 

6 :  30  In  bassinet,  asleep     (Change  if  wet) 
10:  00  Changed 
10 :  00  Feeding 

Totals.    Sleep :  17  hrs.    Water :  3  T.    Stools :  2.    Crying :  30 
minutes. 

Clothing.     The  designs  previously  suggested  for  the 
baby  clothes  (page  83)  are  adapted  to  ease  in  dressing, 


CARE  OF  THE  BABY  89 

laundering,  making,  and  to  freedom  of  movement. 
With  these,  the  baby  need  be  turned  only  once  in 
dressing,  or  not  at  all,  if  the  dress  is  fastened  in  front. 
Use  only  flat,  protected  safety  pins,  no  common, 
straight,  or  ridged  pins.  With  tapes  and  snappers, 
pins  may  be  eliminated. 

It  is  much  easier  and  more  comfortable  to  dress  and 
change  a  baby  on  the  nursery  table  than  on  a  low  bed 
or  the  lap. 

The  clothes  should  be  put  on  and  off  over  the  feet, 
not  over  the  head. 

The  clothing  should  be  changed  completely  at  the 
morning  bath  and  at  night.  The  day  outfit  is  the  same 
as  the  night  during  the  first  three  months.  Later  the 
day  slip  is  worn,  as  the  baby  is  awake  longer.  The 
nightgown  may  be  of  Viyella  flannel,  the  petticoat 
then  being  unnecessary,  except  with  the  temperature 
below  40°-50°  F. 

Overdressing,  like  overfeeding,  is  a  common  and 
serious  mistake.  If  the  baby's  skin  is  moist  to  the 
touch,  he  is  overwarmly  dressed  and  thereby  made 
highly  susceptible  to  "  colds  "  and  pneumonia.  If  his 
feet  are  cold,  skin  "  goose-fleshed",  and  lips  blue,  he 
needs  more  clothing.  With  a  room  temperature  of 
68°-70°  F.,  duly  humidified,  a  baby  four  months  or 
over  usually  needs  only  a  diaper,  cotton  or  quarter- 
wool  double-breasted  shirt,  flannel  petticoat  and  cotton 
slip.  The  binder  is  needed  only  until  the  navel  heals, 
—  about  three  weeks.  It  should  be  loosely  applied, 
fastened  by  tapes  rather  than  by  pins  or  sewing.  If 
applied  tightly  or  worn  longer  it  hinders  the  develop- 
ment of  the  trunk  muscles,  interferes  with  digestion  and 
breathing,  and,  contrary  to  superstition,  will  not  prevent 
but  may  cause  rupture.  For  babies  under  four  months 
or  with  a  room  temperature  below  68°  F.  a  wrapper, 
sweater,  or  sack  should  be  added.  The  cotton  petti- 
coat is  only  for  ornamental  purposes  with  fine  slips. 


90  THE  MOTHERCRAFT  MANUAL 

On  warm  summer  days  (over  72°  F.)  he  may  dis- 
pense with  the  petticoat.  In  very  hot  weather,  also, 
substitute  a  cotton,  half -sleeve  vest  for  the  long-sleeved 
shirt,  or  after  three  months  dispense  with  all  but  the 
diaper  while  awake,  adding  a  cotton  slip  during  naps, 
and  a  cotton  shirt  at  night. 

For  outdoors,  he  should  not  be  bundled  until  the 
minute  before  he  departs.  A  thin  cap  of  cotton,  linen, 
or  silk  may  be  worn  in  warm  weather  (or  none  at  all 
after  three  months)  and  a  double  one  for  winter, 
not  thick  enough  to  cause  perspiration.  For  the  first 
twelve  months  a  kimono-sleeved  coat,  with  drawstrings 
at  shoulder  and  wrist,  will  provide  protection,  with  the 
blankets,  for  cold  weather.  The  nightgown  pattern 
may  be  used  to  make  a  sleeping  bag  of  eiderdown,  broad- 
cloth, or  flannel.  This  allows  much  more  freedom  than 
the  usual  type  of  sleeping  bag,  and  is  better  ventilated. 
The  hood  should  be  of  lighter  fabric,  knitted  or  of 
flannel,  broadcloth,  cashmere ;  eiderdown  or  angora  is 
overheating. 

Stockings  and  booties  ordinarily  are  not  needed 
during  the  first  year  except  when  the  baby  is  kicking 
and  creeping  about  with  a  temperature  below  68°  F., 
or  for  appearance  when  he  is  taken  out  in  arms. 
See  that  the  feet  are  warm,  but  not  hot  or  moist. 
Stockings  are  always  coming  off  or  getting  wet  from 
the  diaper ;  they  keep  the  feet  perspiring,  making  them 
tender  and  increasing  the  possibility  of  colds.  When 
worn,  they  should  be  of  cotton,  or  in  very  cold  weather, 
one  quarter  or  one  half  wool ;  all  wool  are  overheating 
and  shrink  badly.  When  the  baby  begins  standing  or 
creeping,  the  leather  Indian  moccasins  may  be  used. 
Other  baby  shoes  on  the  market  have  many  faults,  — 
tightness  across  toes  and  instep,  seams  turned  inside, 
non-porous  patent  leather ;  slippery,  stiff,  or  rough 
soles;  they  produce  only  discomfort  at  the  time  and 
are  productive  of  callouses,  corns,  bunions,  and  mis- 


CARE  OF  THE  BABY  91 

shaped  feet.  At  twelve  or  fifteen  months  a  heavier- 
soled  Indian  moccasin  may  be  worn  or  sandals  with 
flexible,  corrugated  soles,  roomy  at  the  toes,  shaped 
like  the  foot,  right  and  left,  soft,  porous  (not  patent) 
leather,  perfectly  smooth  inside,  using  gaiters  or  leg- 
gings with  these  for  out-of-doors  in  damp  or  cold 
weather. 

Diapering.     Reduce  the  number  of  wet  and  soiled 
diapers  by  training. 

Begin  training  at  one  week  of  age. 

Hold  a  small  (warmed)  cuspidor  firmly  in  the  lap. 

Hold  the  baby  above  this,  the  legs  extended  in  the 
hands,  back  resting  against  the  mother's  chest. 

Do  this  at  regular  time  for  stool,  early  morning  or 
late  afternoon. 

The  use  of  a  suppository  for  a  few  days  will  assist ;  use 
a  little  roll  of  soft,  clean  paper  dipped  in  liquid  vaseline. 

Note  on  daily  record  the  interval  between  feeding  or 
drinking,  and  urinating  (20  to  30  minutes). 

Hold  the  baby  for  urinating  at  these  regular  times 
when  awake  and  before  beginning  the  bath. 

In  a  few  months  he  will  learn  to  control  the  bladder 
as  well  as  the  bowels  for  these  times,  when  awake. 

At  eight  or  ten  months  the  baby  may  be  supported 
on  the  toilet  seat,  by  using  the  baby's  detachable  toilet 
chair  now  manufactm'ed.  A  nursery  chair  for  this 
purpose  is  not  advised.  They  are  usually  wrongly 
proportioned  and  constructed ;  and  the  child  is  usually 
left  alone  to  sit  for  half  an  hour  or  more,  thereby  in- 
ducing local  irritation,  deferred  action,  prolapsis  of 
the  rectum  through  straining,  or  bad  habits.  The 
mother  or  nurse  should  always  stay  with  the  child, 
and  the  least  possible  time  should  be  permitted. 

Change  the  diaper  as  soon  as  the  baby  wakes  or 
immediately,  if  it  becomes  wet  while  he  is  awake. 
(The  urine  is  salty,  sometimes  acid,  and  always  irri- 
tating.) 


92  THE  MOTHERCRAFT  MANUAL 

Before  removing  diaper,  have  at  hand  everything 
needed,  viz. : 

Clean,  dry,  warm,  folded  diaper 

Diaper  preferably  folded  oblong  and  fastened  at 

the  sides 
Diaper  handbasin  with  warm  water 
Special  wash  cloth  and  towel  kept  only  for  diapering 
Powder,  zinc  ointment 
Diaper  bucket 

Lay  the  baby  on  the  nursery  table,  on  a  Turkish  towel. 

If  pins  are  used,  put  into  blanket  at  right  hand, 
removed  from  baby's  reach. 

Remove  the  diaper  and  drop  it  into  bucket. 

Wash  baby  clean  and  pat  dry,  especially  in  creases. 

Use  powder  very  sparingly  or  not  at  all. 

Use  albolene  or  zinc  ointment  for  chafed  places. 

Put  on  dry  diaper. 

Leave  baby  in  safe  position  while  putting  away 
utensils. 

Never  use  a  diaper  a  second  time  without  washing ; 
the  acid  and  salty  urine  deposit  will  cause  chafing. 

Avoid  pulling  tight  about  the  waist ;  the  pelvic 
bones  are  now  only  cartilage,  easily  misshaped ;  if 
pelvis  is  narrowed  in  girls,  childbirth  will  be  made 
more  difficult  for  them. 

Avoid  tightness  in  front,  especially  for  boys,  as  this 
will  produce  irritation. 

Avoid  much  thickness  between  the  legs;  it  will 
cause  bow  legs. 

Never  use  rubber  or  other  waterproof  diapers ;  they 
are  overheating  and  may  cause  bad  habits. 

A  small  pad  of  cotton  batting  folded  into  sterilized 
cheesecloth,  or  a  double  fold  of  Turkish  toweling  or 
stockinet  placed  in  the  diaper  will  absorb  moisture 
and  avoid  the  extra  thickness  of  a  heavy  diaper ;  this 
pad  may  be  burned  if  soiled. 


CARE  OF  THE  BABY  93 

A  quilted  or  stockinet  pad  placed  between  the  diaper 
and  petticoat  will  prevent  drenching  of  clothes  while 
asleep. 

If  diaper  is  fastened  to  shirt,  make  sure  of  ample 
length ;  avoid  any  pull  on  shirt  or  diaper. 

Throw  water  from  basin  into  toilet  or  slop  bucket,  not 
into  lavatory. 

Wash  out  cloth,  disposing  of  water  in  same  way; 
or  put  cloth  into  diaper  bucket. 

If  diaper  is  soiled,  flush  off  in  toilet  before  putting 
to  soak. 

Wash  hands  thoroughly  in  the  special  basin,  with 
soap  and  water,  after  changing  diaper. 

If  marked  congestion  of  genitals,  or  a  discharge 
appears,  take  special  care  to  disinfect  hands  and 
burn  cloths  and  diapers.  Report  the  condition  at 
once  to  the  physician ;  these  symptoms  may  indicate  a 
serious  disease. 

Never  let  a  child  use  a  public  toilet  without  placing 
paper  or  cloth  over  the  seat;  children's  detachable 
seats  may  be  purchased  that  can  be  carried  in  traveling. 

Laundering.  Baby  clothes  should  be  washed  with  a 
mild  white  soap,  such  as  Ivory,  and  thoroughly  rinsed. 
Diapers  require  special  care.  They  should  be  thor- 
oughly boiled  and  rinsed.  Laundry  soap,  soda,  or 
bluing  should  not  be  used,  but  Ivory  soap,  with  borax 
or  ammonia  if  necessary.  Dry  in  sim  if  possible. 
Ironing  is  not  necessary. 

Boiling,  outdoor  sunshine,  and  pressing  with  a  hot 
iron,  are  all  sterilizing  processes. 

Starch  is  never  to  be  used  in  baby  clothes,  which 
should  always  be  soft  and  non-irritating. 

For  woolens,  use  warm  water ;  add  soap  in  solution, 
not  rubbing  on  clothes ;  add  one  teaspoonful  of  borax 
or  ammonia  per  gallon  of  water,  if  very  soiled. 
Squeeze,  or  wash  with  vacuum  washer;  do  not  rub, 
but  use  hand  brush  on  very  soiled  places.    Squeeze 


94  THE  MOTHERCRAFT  MANUAL 

or  press  without  twisting.  Rinse  through  two  waters, 
same  temperature  as  the  first.  A  teaspoonful  of  glyc- 
erine per  gallon  of  water,  added  to  the  last  rinsing 
water,  preserves  softness. 

Dry  at  once  by  moderate  heat;  avoid  freezing  or 
extreme  heat.  Stretch  into  shape,  and  lay  on  frames 
or  towels  to  dry,  turning  once  or  twice.  If  pressing  is 
desired,  use  a  moderately  hot  iron.  Cheesecloth  be- 
tween iron  and  fabric  preserves  softness. 

Bathing. 

One  bath  every  day 

Sponge  bath  until  cord  heals ;  later,  tub  bath 
Not  within  an  hour  after  feeding 
Not  when  greatly  fatigued 

Tub  bath  preferably  in  morning,  before  second  feed- 
ing ;  otherwise,  before  third  or  evening  feeding 

In  warm  weather  an  additional  sponge  bath  at  night 
(same  as  lower  temperature  of  morning)  is  advisable. 

In  hot  weather  give  two  or  three  sponge  baths  70° 
to  90°  F.,  according  to  age,  in  addition. 

In  cold  weather,  an  oil  rub  at  night  may  be  given 
instead  of  sponge  ^  bath. 

Temperature  for  hath  is  always  to  be  regulated  by 
bath  thermometer.  Changes  to  be  gradual,  by  1°  F., 
from  day  to  day. 

Until  sixth  or  eighth  month,  tub  bath  98°  to  100° 
F.,  followed  by  cool.  Then  reduce  1°  a  fortnight,  to 
90°  F. 

After  second  week,  a  dash  of  cool  water  (90°  F.) 
applied  by  hand  to  back  (begin  at  lower  end),  chest  and 
buttocks.  At  two  months  lower  by  2°  F.  and  apply 
with  wash  cloth ;  lower  2°  F.  each  month  to  80°  F., 
so  long  as  baby  reacts  well  —  skin  rosy  and  warm,  not 
blue  lips,  goose  flesh,  cold  feet. 


"-- — _  __^ — J  <^ ,  

^A  "sponge  bath"  is  given  with  a  wash  cloth;  sponges 
never  to  be  used,  because  unsanitary. 


are 


CARE  OF  THE  BABY  95 

Cool  water  may  be  added  slowly  while  baby  is  in 
tub,  but  not  hot  water. 

Giving  the  Bath.  Before  beginning  to  undress  the 
baby,  have  everything  ready,  and  just  before  undressing 
the  baby,  wash  the  hands  thoroughly. 

Costume:  wash  dress,  sleeves  to  elbow,  bib  apron, 
bath  apron. 

Room:  no  drafts;  temperature  about  70°  F.  (65°- 
72°). 

Equipment :  Clean  tub  or  basin  filled  with  bath 
water ;  enamel,  tin,  or  rubber  tub  may  be  used ;  after 
six  months,  large  tub  may  be  used.  Heavy  bath  towel 
may  be  placed  in  bottom  of  tub. 

Prepare  tray  with  toilet  articles  and  rolled  gauze. ^ 

Bath  thermometer ;  supply  of  hot  and  cold  water. 

Fresh  wash  cloths  for  face  and  body,  kept  only  for 
baby. 

Soft  face  towel;  two  large  bath  towels  spread  on 
nursery  table. 

Laid  out  in  order  for  dressing ;  dry,  warm  clothes, 
petticoat  placed  inside  of  dress ;   wrapper  or  shawl. 

Allow  fifteen  to  twenty  minutes  for  undressing,  exer- 
cises, bathing,  dressing. 

Allow  five  to  ten  minutes  for  rubbing  and  exercise. 

Allow  two  to  ten  minutes  for  clearing  away  after 
bath. 

Undress  the  baby  on  the  nursery  table ;  have  a  large, 
warm,  Turkish  towel  under  him ;  leave  the  diaper  on, 
unpinned,  until  put  into  tub. 

Rubbing.  \  minute  to  2  minutes.  Use  only  the 
hand  until  9-12  months. 

Hands  warmed ;  anoint  with  cold  cream  or  cocoa 
butter,  if  rough. 

Give  2  to  6  long  strokes,  each  arm  and  leg,  begin- 
ning at  extremity  and  rubbing  towards  heart ; 

*  See  page  79. 


96  THE  MOTHERCRAFT  MANUAL 

4  to  6  long  stokes  down  back ; 

4  to  6  long  stokes  across  chest ; 

4  to  6  long  strokes  on  abdomen,  gently,  beginning 
at  lower  right,  and  ending  at  lower  left ; 

2  to  4  strokes  on  ribs,  from  back  to  front. 

Exercises.  3  to  10  minutes.  (Begin  at  one  month, 
see  page  112.)  Fill  tub  to  depth  covering  abdomen  of 
baby ;  note  temperature  with  thermometer. 

Wrap  the  towel  around  the  baby  and  put  on  cuspidor 
to  urinate.  Keep  towel  around  the  baby  until  ready 
for  the  tub.  Ears,  eyes,  and  head  are  washed  before 
going  in  the  tub;  also  the  buttocks,  if  soiled,  using 
the  diaper  basin  and  cloth,  not  the  bath  water. 

Ears.  Use  sterilized  cheesecloth  or  old  soft  muslin 
squares,  little  or  no  soap. 

Use  warm  water  from  tub. 

Wash  carefully  in  all  creases  and  behind  the  ears ;  let 
no  dirt  remain. 

Apply  albolene  or  liquid  vaseline  for  scurf. 

Never  use  a  pointed  instrument ;  "  never  put  any- 
thing smaller  than  your  elbow  in  the  ear." 

Put  soiled  gauze  in  tissue  paper  receptacle. 

Nose.  Clean  each  nostril  with  a  fresh  cheesecloth 
square  rolled  to  a  point. 

Dip  the  gauze  in  the  liquid  vaseline  or  albolene,  and 
then  push  gauze  gently  mto  the  nostril  and  twist  around, 
until  nostril  is  clean. 

Never  dip  the  gauze  a  second  time  into  the  oil; 
put  used  gauze  into  tissue  paper  receptacle. 

If  the  nose  accumulates  dirt  or  mucus  during  the 
day,  repeat. 

Eyes.  Use  a  fresh  square  of  sterilized  cheesecloth  for 
each  eye. 

Wet  the  gauze  in  the  weak  boric  solution  (2  per 
cent.) ,  and  squeeze  a  drop  into  the  corner  of  the  eye. 

Wash  eyelids  gently,  toward  outer  comer,  and  care- 
fully remove  dirt  or  secretion. 


CARE  OF  THE  BABY  97 

Never  put  gauze  in  solution  a  second  time;  put 
gauze  into  tissue  paper  receptacle. 

If  eyelids  are  sticky  or  with  slight  secretion,  anoint 
with  vaseline,  avoiding  eyes. 

Repeat  boric  wash  at  night,  or  at  hourly  intervals,  if 
eyelids  are  inflamed. 

Report  severe  redness  or  discharge  to  physician  imme- 
diately. 

Head.    Use  face  cloth,  soap,  water  from  tub. 

Soap  wet  cloth  and  rub  over  head,  avoiding  pressure 
over  fontanel  or  getting  soapy  water  in  eyes. 

If  head  has  scurf ,  anoint  at  night  with  vaseline,  olive 
oil,  or  fresh  lard,  and  put  on  a  thin  muslin  cap. 

Never  use  a  comb  or  harsh  rubbing. 

Body  Bath.  Note  temperature  of  water  and  modify 
with  supply  at  hand  to  exact  degree.  Place  the  baby 
in  the  tub,  supporting  the  head  and  upper  back  with  left 
hand.     Baby  may  be  lowered  in  the  towel,  if  afraid. 

If  giving  only  sponge  bath,  hold  head  face  upward 
over  basin  to  rinse,  and  wash  and  dry  each  part  of 
body  separately. 

Rinse  the  head  several  times  very  thoroughly  with 
cloth. 

Wash  the  body  gently ;  use  a  little  soap  two  or  three 
times  a  week. 

Wash  under  arms,  in  creases  of  neck,  thighs,  fingers, 
and  toes ;  turn  baby  over  and  wash  the  back. 

After  six  months,  baby  may  splash  or  attempt  swim- 
ming for  one  to  four  minutes. 

Lift  baby  on  to  bath  apron  and  give  cool  sponge 
very  quickly. 

Lay  baby  on  table  and  wrap  in  dry  Turkish  towel. 

Wipe  face  and  ears  with  soft  face  towel;  pat  body 
dry  with  towel.     Dry  the  head  thoroughly. 

Do  not  rub  with  towel  before  ten  months. 

Dry  carefully  under  arms,  in  creases  of  neck,  thighs, 
knees,  fingers,  and  toes. 


98  THE  MOTHERCRAFT  MANUAL 

Remove  wet  towel. 

In  warm  weather,  after  two  months,  allow  an  air 
bath  one  to  three  minutes,  patting  or  gently  rubbing 
skin  with  the  hand. 

Avoid  the  use  of  powder,  except  in  hot  weather,  in 
creases,  for  fat  babies ;  powder  clogs  the  pores. 

Put  zinc  ointment  or  albolene  on  chafed  places. 

If  there  is  any  bulging  of  the  umbilicus,  put  two 
strips  of  surgeon's  plaster  across,  to  hold  in  place  and 
prevent  rupture. 

During  first  four  to  six  weeks,  gently  draw  back 
foreskin  in  boys  and  cleanse  with  boric  acid ;  wash 
genitals  of  girls  with  boric  solution;  apply  vaseline. 
Later,  general  bathing  is  usually  sufficient,  and  special 
attention  is  not  desirable. 

Dress  with  dry,  warm  clothes ;  brush  hair ;  put  on 
wrapper  or  shawl. 

Cleaning  Room,  Empty  tub,  scrub,  dry  thoroughly, 
put  away. 

Put  toilet  articles  carefully  away  from  dust. 

Remove  soiled  clothes. 

Wrap  soiled  gauze  in  paper  receiver  and  burn. 

Leave  room  in  order;  lower  temperature  to 
68°-70°  F. 

Avoid.  Washing  the  mouth;  the  saliva  keeps  it 
naturally  clean;  the  delicate  membrane  is  easily  in- 
jured. 

Getting  soapy  water  in  eyes. 

Removing  wax  from  ears  with  instruments;  soft 
wax  is  needed ;  hard  wax  may  be  softened  with  a  few 
drops  of  olive  oil  or  liquid  vaseline. 

Special  washing  of  genitals  after  six  weeks  unless 
hard  secretion  develops,  which  should  be  softened  and 
removed  with  olive  oil  or  liquid  vaseline.  The  usual 
daily  bath  and  washing  when  diapering  will  cleanse 
sufficiently ;  further  attention  may  lead  to  irritation 
or  to  bad  habits.     Unusual  redness  or  secretion  or 


CARE  OF  THE  BABY  99 

adhesions  should  be  immediately  reported  to  the  phy- 
sician. Circumcision  may  be  needed.  Never  let  the 
child  touch  these  parts. 

Opening  of  doors,  or  other  sources  of  draft,  during  bath. 

Bathroom  too  warm  —  above  72°  F. 

Sudden  change  to  cool  temperature  after  bath;  or 
taking  outdoors  in  less  than  an  hour  after  bath,  in 
cold  weather. 

Public  bathtub,  as  in  hotel ;  infection  is  possible. 

At  any  time  putting  the  fingers  into  the  baby's 
mouth  unless  necessary,  and  then  only  after  thorough 
washing. 

Care  of  Nursery.  Watch  the  temperature,  humidity, 
and  ventilation ;   keep  the  room  well  sunned. 

Air  the  room  and  bedding  thoroughly  with  a  strong 
air  current  from  ten  to  thirty  minutes  twice  a  day, 
while  baby  is  out  of  the  room. 

Keep  clothing,  towels,  bedding,  and  furniture  orderly 
and  clean. 

Drying  of  clothing  and  bedding,  or  cooking,  should 
not  be  done  here. 

When  baby  is  creeping  or  walking,  take  special 
care  that  pins,  needles,  scissors,  matches,  and  other 
small  objects  are  not  on  floor  or  in  reach. 

Clean  daily  while  baby  is  out  of  room ;  dust  is  the 
baby's  worst  enemy. 

Dust-raisers,  such  as  corn  or  whisk  brooms,  feather 
or  dry  cloth  dusters,  are  not  to  be  used. 

Carved  woodwork  or  furniture,  bric-a-brac  or  other 
dust  catchers  are  out  of  place  in  the  nursery. 

Use  a  vacuum  cleaner,  dustless  mop,  oiled  or  damp 
dusting  cloths ;  for  toys,  use  a  clean  damp  cloth. 

Wipe  floor,  window-sills,  furniture  and  toys,  and 
vacuum-clean  rugs. 

Weekly  Cleaning.  Vacuum-clean  rugs,  floor,  mold* 
ings,  ledges,  and  walls. 

Hang  rugs  out  of  doors  from  one  to  three  hours. 


100  THE  MOTHERCRAFT  MANUAL 

Wash  or  wax  floor ;  wash  window-sills,  doors,  picture 
frames. 

Hang  fresh  window  curtains,  screen  curtains,  crib 
draperies. 

Wash  bassinet  canopy;  brush  bassinet  thoroughly 
outdoors. 

Clean  carriage  frame  with  vacuum,  brush,  and  damp 
cloth. 

Feeding.  The  kinds  of  food,  quantity,  intervals,  and 
times  of  feeding  are  important. 

The  only  natural  and  adequate  food  is  mother's  milk. 
No  thoroughly  satisfying  substitute  has  ever  been 
found,  or  is  likely  to  be.  Mother's  milk  has  the  follow- 
ing advantages : 

1.  It  is  germicidal  —  it  contains  no  harmful  bacte- 
ria, and  it  has  elements  which  destroy  disease  germs 
in  the  baby.  The  babies  that  are  nursed  have  a  special 
protection  against  such  diseases  as  influenza,  whooping- 
cough,  measles,  scarlet  fever,  diphtheria. 

2.  It  is  always  clean,  and  therefore  greatly  reduces 
the  possibility  of  diarrhea.  Only  one  breast-fed  baby 
dies  to  ten  bottle-fed  babies. 

3.  It  does  not  sour. 

4.  It  requires  no  time  for  preparation  or  care  of 
bottles. 

5.  It  is  always  ready. 

6.  It  is  balanced  in  proteins,  fats,  carbohydrates, 
for  the  baby's  needs,  and  the  proportion  of  these 
elements  changes  with  his  development. 

7.  It  is  in  fine,  soft  curds,  adapted  to  the  baby's 
stomach  and  digestion. 

8.  It  contains  vitamines,  the  living,  organic  prin- 
ciples essential  to  growth,  and  found  only  in  fresh  or 
slightly  cooked  foods. 

9.  It  has  growth-producing  properties  found  in  no 
substitute.  In  a  study  made  not  long  since  of  100,000 
French  soldiers,  it  was  found  that  the  group  of  those 


CARE   OF  THE  BABY  101 

who  in  their  infancy  had  been  nursed  for  six  months 
averaged  heavier  and  taller  than  those  nursed  only 
three  months ;  the  group  nursed  nine  months  likewise 
exceeded  in  height  and  statiu*e  those  nursed  only  six 
months.  Similar  phenomena  have  been  noted  by 
many  observers. 

10.  It  produces  better  teeth,  less  subject  to  decay, 
both  first  and  second  set. 

11.  Nursing  her  baby  promotes  the  return  of 
pelvic  organs  to  their  normal  condition,  and  thus 
promotes  the  mother's  comfort,  shapeliness  and  health. 

12.  It  fosters  her  love  for  her  baby,  and  the  baby's 
love  for  her. 

Patent  baby  foods  are  usually  either  some  form  of 
dried  or  condensed  milk,  or  a  dextrinized  cereal.  The 
constituents  having  been  subjected  to  a  high  tempera- 
ture, the  vitamines  have  been  destroyed;  there  are 
frequent  cases  of  scurvy  among  babies  so  fed.  These 
preparations  usually  contain  a  high  percentage  of 
starch  or  sugar,  with  an  insufficiency  of  proteins,  fats, 
and  minerals;  this  produces  plump  babies  that  look 
flourishing  in  pictures,  but  that  are  lacking  in  solid 
muscles,  bone  and  nerve  tissue,  and  are  subject  to 
rickets,  with  little  resistance  for  pneumonia  or  other 
germ  diseases.  Patent  baby  foods,  condensed  or  pow- 
dered milk,  are  the  last  makeshift. 

If  artificial  feeding  becomes  necessary,  clean  cow's 
milk  is  the  best  substitute.  Cow's  milk  is  made  for 
the  calf,  whose  stomach  and  digestion  are  much  coarser, 
and  development  much  more  rapid,  than  the  baby's. 
As  produced,  it  contains  too  high  a  percentage  of  pro- 
tein and  lime,  too  low  a  percentage  of  sugar  and  phos- 
phorus, and  the  curd  is  too  large  and  coarse  for  the 
baby's  digestion.  It  is  difficult  to  produce  perfectly 
clean,  and  to  keep  perfectly  sweet  until  feeding.  It 
must  be  modified  carefully,  according  to  the  age  and 
condition  of  the  baby. 


102  THE  MOTHERCRAFT  MANUAL 

The  formula  is  a  technical  matter  for  the  medical  or 
dietetic  specialist  to  work  out  and  prescribe  in  each 
indi\idual  case,  and  to  change  as  the  individual  baby 
requires ;  it  is  no  more  a  subject  for  experiment  by  a 
novice  than  is  a  case  of  fever.  The  formula  prescribed 
must  be  prepared  with  scrupulous  cleanliness  and  exact- 
ness. 

As  about  ninety  mothers  in  every  hundred  are 
fitted  and  able,  with  wise  prenatal  and  postnatal  hy- 
giene, to  nurse  their  babies,  the  subject  of  artificial 
feeding  merits  relatively  less  attention. 

Ability  to  nurse  is  affected  by  conditions  long  before 
motherhood  begins.  An  active,  out-of-door  life,  with 
freedom  from  nervous  strain  or  worry,  and  with  clothing 
that  does  not  compress  or  overheat  the  breasts,  is  im- 
portant from  childhood.  Alcoholism  in  the  mother's 
father,  or  Caesarean  birth  of  the  child,  usually  inhibit 
nursing. 

The  ability  is  increased  by  a  moderate,  nutritious 
diet,i  including  cereals,  milk,  water  (not  exceeding  an 
additional  quart  of  liquid  daily  beyond  the  mother's 
normal  need) ;  by  quiet  mind,  outdoor  living,  moderate 
exercise;  by  regularity  in  nursing,  and  the  complete 
emptying  of  a  breast  at  a  nursing.  It  is  decreased 
by  a  contrary  regime,  by  fatigue,  nervousness,  or  by 
interrupting  or  discontinuing  the  effort  to  nurse. 

Fats  are  increased  by  more  nutritious  diet ;  proteins, 
by  diet  and  decreasing  the  intervals  between  niirsings. 
Fat  in  the  diet  does  not  affect  the  proportion  in  the 
milk.  Indoor  life,  with  overfeeding  and  insufficient 
exercise,  will  unduly  increase  the  proportion  of  protein 
and  cause  colic.  A  too  hearty  diet,  especially  if  high 
in  sugars  and  starches,  will  unduly  increase  the  fat. 
Irregular  nursing,  nervousness,  not  completely  empty- 
ing the  breast,  decreasing  the  liquids  in  the  diet,  will 
decrease  the  supply. 

1  See  Chapter  IX. 


CARE  OF  THE  BABY  106 

Every  drop  of  the  mother's  milk  is  of  great  value  to 
the  baby.  If  the  quantity  or  quality  is  not  sufficient, 
nursings  should  not  be  stopped,  but  one  or  more  supple- 
mented with  modified  milk,  prescribed  by  the  physi- 
cian or  dietitian,  to  furnish  the  balance.  Contagious 
disease,  except  tuberculosis,  is  not  necessarily  a  contra- 
indication to  nursing.  Unless  the  milk  disagrees 
with  the  baby,  nursing  need  not  be  suspended  during 
menstruation;  otherwise,  modified  milk  may  be  used 
temporarily,  and  the  milk  regularly  withdrawn.  Wean- 
ing should  be  done  slowly,  substituting  one  feeding  for 
a  nursing,  and  discontinuing  other  nursings  at  intervals 
of  two  or  three  days.  In  this  way  the  baby  is  gradually 
accustomed  to  other  food,  and  the  mother's  milk 
gradually  disappears.  Reducing  the  diet  and  omitting 
liquids  for  a  few  days  will  stop  the  flow  of  milk. 

While  the  mother  is  in  bed  no  more  food  is  needed 
than  under  ordinary  circumstances,  as  the  food  require- 
ment is  low  during  rest  and  the  quantity  needed  by  the 
baby  is  very  small  (page  118).  An  excess  of  food  is 
likely  to  produce  indigestion  and  constipation,  and 
actually  interfere  with  nursing.  Foods  easily  digested, 
laxative,  rich  in  minerals  (especially  lime  and  iron) 
should  be  selected  through  the  nursing  period.  The 
diet  list  as  for  children  six  to  eight  years  of  age  is  a 
desirable  one  to  follow.^  No  patent  nostrums  sljiould 
ever  be  experimented  with;  they  are  worthless  when 
not  harmful.  Beer  and  all  forms  of  alcohol  are  par- 
ticularly to  be  avoided ;  they  do  not  increase  the 
amount  of  fluid  more  than  would  an  equal  quantity  of 
water  or  milk;  any  increase  they  produce  is  of  fluid, 
not  of  nutriment ;  the  alcohol  enters  the  baby's  system 
unchanged,  and  may  injure  his  sensitive  nerve  cells. 
Doctor  D.  D.  Bezzola,  of  Switzerland,  who  has  made 
extensive  studies  of  the  effects  of  alcohol  upon  infancy, 

^  See  pages  164,  5. 


104  THE  MOTHERCRAFT  IMANUAL 

concludes :  *'  The  time  may  come  when  we  shall  see 
that  every  drop  of  alcohol  taken  by  the  parent  means  a 
drop  of  stupidity  for  the  child.''  ^  Malt  liquors  are 
apt  to  disturb  the  mother's  digestion  and  cause  her  to 
put  on  superfluous  fat. 

Constipation  in  the  mother  will  produce  constipation 
in  the  baby,  and  laxatives  or  drugs  taken  by  the 
mother  are  likely  to  affect  the  baby.  Anger,  worry, 
excitement  produce  poisons  that  render  the  milk  in- 
digestible, even  poisonous;  if  these  are  indulged  in, 
the  baby  should  be  given  only  plain  or  barley  water, 
and  the  milk  withdrawn  and  thrown  away  for  one  or 
two  nursings. 

Before  a  nursing  the  mother  should  wash  her  hands 
thoroughly  with  soap  and  hot  water,  and  then  wash  the 
nipples  with  a  saturated  boric  solution.  The  feeding 
should  be  done  in  a  quiet  room  where  there  is  no  noise 
or  conversation  to  disturb  the  baby,  and  the  mother 
should  be  composed  and  relaxed.  After  the  feeding, 
give  the  baby  a  swallow  of  water  to  rinse  out  the 
mouth.  Wash  the  nipple  again  with  the  boric  solution 
and  dry  thoroughly  with  a  clean  towel.  A  triple  fold 
of  clean,  sterilized  gauze,  or  surgeon's  lint,  should  be 
pinned  to  the  undervest,  covering  each  nipple,  thus 
protecting  both  the  nipple  and  the  clothing;  this 
should  be  changed  every  day.  Cleanliness  will  pre- 
vent thrush  in  the  baby's  mouth,  and  local  soreness 
and  discomfort  for  the  mother. 

The  quantity  normal  at  a  feeding  will  depend  upon 
the  baby's  age,  and  consequently  the  size  of  his  stomach 
and  the  amount  needed  for  his  growth  and  maintenance. 
(See  page  118.)  The  quantity  taken  at  one  feeding 
may  be  ascertained  by  weighing  the  baby  just  before 
and  just  after  a  feeding. 

Until  recently,  two-hour  intervals  for  feeding  were 


1  <« 


The  Body  in  Health"  (O'Shea  and  Kellogg). 


CARE  OF  THE  BABY  105 

prescribed  for  babies  at  one  or  two  months,  with  two 
night  feedings.  Extensive  studies  in  France  and  Ger- 
many (where  the  raising  of  babies  for  replenishing  the 
army  has  made  infant  hygiene  a  subject  of  State  in- 
vestigation) have  proven  that  babies  usually  thrive 
better  on  longer  intervals,  allowing  time  for  the  stomach 
to  rest.  Some  continental  specialists  advise  four-hour 
intervals  from  the  beginning,  and  with  some  babies  this 
is  quite  satisfactory.  The  Table  on  page  118  presents 
the  more  usual  schedule  now  recommended.  It 
provides  for  a  three-hour  schedule  at  the  start,  chang- 
ing to  four  hours  at  five  months,  with  no  feeding  after 
10  P.M.  The  10  P.M.  feeding  can  usually  be  dropped 
with  advantage  at  about  nine  months.  To  drop  a 
feeding,  substitute  water  for  a  few  nights  if  the  baby 
wakes  or  cries. 

Regularity  is  of  the  greatest  importance  in  the  feed- 
ing. Clock  schedule  should  be  observed  from  the  first 
day  and  maintained  thereafter.  The  digestive  system 
is  much  like  a  machine,  pouring  out  its  digestive  fluids 
at  regular  habitual  intervals,  and  doing  good  work  so 
long  as  this  regularity  is  respected  and  observed  in  the 
feeding.  Feeding  the  baby  whenever  he  cries  produces 
indigestion,  colic,  irritability,  self-indulgence. 

Ten  to  fifteen  minutes  is  the  usual  duration  of  a 
feeding.  The  first  milk  is  thinner,  the  latter  part  of 
the  nursing  richer.  Generally  one  breast  is  taken  at 
a  feeding,  the  other  breast  at  the  succeeding  feeding; 
if  the  quantity  in  one  is  insufficient,  both  may  be  used 
at  one  feeding.  Neither  the  mother  nor  the  baby 
should  go  to  sleep  during  the  nursing.  If  the  baby 
dawdles,  the  food  may  be  taken  away  until  the  next 
time.  He  should  stop  a  minute  at  the  end  of  each  five 
minutes,  to  rest  and  breathe.  If  he  regurgitates  or 
vomits  up  after  nursing,  he  is  being  fed  too  much, 
or  the  intervals  are  too  short. 

When  the  baby  has  finished,  he  should  be  handled 


106  THE  MOTHERCRAFT  MANUAL 

very  gently  for  the  succeeding  hour.  His  condition  is 
not  unhke  that  of  an  uncorked  bottle.  He  should  lie 
or  sit  quietly  without  jolting  or  rocking,  much  less 
tumbling  or  other  vigorous  manipulations.  Lay  him 
on  his  right  side  if  he  is  inclined  to  eructation ;  on 
the  left  side  in  diarrhea  or  intestinal  trouble,  to  open 
the  rectal  valves  and  allow  gas  to  escape. 

Between  feedings,  the  baby  should  be  given  pure 
water,  65°  to  70°  F.,  at  regular  intervals,  several  times 
a  day ;  or  during  the  night  if  he  cries.  It  can  be  given 
the  first  month  from  a  sterilized  medicine  dropper,  then 
from  a  spoon ;  the  use  of  a  cup  may  begin  at  five  or 
six  months. 

If  the  water  is  not  perfectly  pure,  it  should  be  boiled 
twenty  minutes;  to  remove  sediment,  strain  through 
several  thicknesses  of  sterilized  cheesecloth. 

Strained  orange  juice  or  prune  juice,  without  sugar, 
at  first  diluted  one  half  with  water,  may  be  given  daily 
at  six  months,  or  earlier  if  the  baby  is  constipated. 
Begin  with  one  teaspoonful  and  gradually  increase  to 
four  tablespoonfuls  at  six  months.  It  should  be  given 
an  hour  before  feeding  time. 

At  six  months  a  scraped,  clean  chicken  or  chop  bone 
(after  being  cooked)  may  be  given  once  or  twice  a  day, 
a  quarter  hour  before  feeding,  to  exercise  the  jaws 
(being  very  careful  that  it  is  not  dropped  on  the  floor). 
At  ten  months  this  may  be  replaced  once  a  day  by  a 
hard  crust  to  be  sucked  after  feeding,  watching  that 
the  baby  does  not  break  off  any  pieces,  or  removing 
these  from  his  mouth. 

No  other  food  should  ordinarily  be  given  until  nine 
months,  when  weaning  may  usually  begin  by  sub- 
stituting for  one  nursing  a  feeding  of  milk  and  strained 
cereal,  given  with  a  spoon  or  from  a  cup.  The  formula 
should  be  prescribed  by  the  physician  or  dietitian. 
Whether  a  baby  should  be  completely  weaned  at  nine 
months  or  at  twelve  will  depend  upon  the  condition  of 


CARE  OF  THE  BABY  107 

the  baby,  quality  of  the  mother's  milk,  and  the  season. 
The  baby  and  the  milk  should  be  examined,  and  the 
physician's  or  dietitian's  advice  followed.  Starch  is 
not  normally  digested  under  nine  months ;  solid  food  or 
lumps  may  cause  convulsions. 

Stools.  There  should  be  at  least  one  normal  move- 
ment every  day ;  some  babies  have  two  or  three. 

Begin  the  second  week  to  establish  regularity. 

A  movement  is  most  likely  to  follow  a  feeding  in 
early  morning  and  the  afternoon. 

Normal  stools  are  yellow,  soft,  and  smooth. 

If  gray  or  brown,  with  mucus,  blood,  or  undigested 
food,  report  to  the  physician. 

If  green  or  with  foul  odor,  report  immediately  and 
substitute  barley  water  for  feedings.  Spinach  will  cause 
green  stools,  or  they  may  turn  green  an  hour  after  re- 
moval ;  this  is  normal. 

Keep  the  bowels  in  good  condition  by  giving  plenty 
of  water,  fruit  juice,  and  abdominal  exercises;  avoid 
enemas,  suppositories,  and  laxative  drugs,  all  of  which 
are  detrimental. 

Sleep.  During  his  first  year  this  should  be  the  baby's 
chief  occupation.  Any  period  of  rapid  growth  in- 
volves much  work  on  the  part  of  all  internal  organs, 
and  a  low  power  of  resistance.  In  this  twelve  months, 
the  weight  trebles,  and  the  length  increases  about  one 
half ;  the  brain  increases  its  weight  nearly  three  times, 
and  has  by  far  more  work  in  learning  new  adjustments 
than  in  any  similar  period  later  in  life. 

The  amount  of  sleep  required  at  different  stages  is 
shown  in  the  table  on  page  118. 

The  baby  should  always  have  his  own  bed,  and  if 
possible,  his  own  room.  He  should  preferably  sleep 
outdoors  except  (1)  in  rain  or  falling  snow,  (2)  damp, 
fogging  weather,  (8)  with  snow  melting,  (4)  dusty, 
windy  weather,  (5)  temperature  below  40°  F.  or  above 
90°.    The  night  air  is  as  healthful  as  that  of  the  day 


108  THE  MOTHERCRAFT  MANUAL 

with  these  same  provisions.  A  sleeping  porch  is  an 
investment  that  will  pay  high  dividends  all  through  his 
life. 

In  dry,  still  weather,  68°  to  95°  F.,  the  baby  may  be 
taken  outdoors  two  or  three  days  after  his  arrival; 
otherwise  he  must  gradually  be  accustomed  to  the  cooler 
outer  air  by  being  taken  into  a  room  with  windows 
open  on  one  side  (wrapping  him  up  judiciously), 
reducing  the  temperature  every  few  days,  until  at 
one  month  he  is  breathing  a  temperature  of  65°  F., 
at  two  months  of  55°  F.,  and  at  three  months,  he  can 
breathe  it  nearly  at  freezing  (32°  F.).  Abrupt  changes 
should  be  carefully  avoided.  Pure  cold  air  is  invig- 
orating; stale  air  is  poisonous;  air  too  dry  injures 
the  mucous  membrane  of  the  nose  and  throat;  air 
too  moist  is  oppressive ;  all  of  these  develop  colds  and 
pneumonia. 

When  the  baby  is  indoors,  there  should  be  a  constant, 
quiet  current  of  fresh  air,  except  during  dressing  and 
bathing.  The  air  should  be  regulated,  not  by  guess,  but 
by  a  reliable  thermometer  (tested  at  the  baby's  head), 
and  the  equally  important  hygrometer  for  humidity, 
when  there  is  not  a  constant  intake  of  fresh,  outside  air. 

The  room  temperature  should  not  exceed  70°  F. 
the  first  three  months,  and  68°  F.  later,  when  the  baby 
is  dressed.  It  may  advantageously  thereafter  be 
65°-68°  ordinarily.  When  the  baby  is  sleeping,  or 
playing  with  wraps  on,  it  is  of  vital  value  to  have  it 
lower,  graduating  it  from  40°  to  60°  according  to  cir- 
cumstances. Cold  air  is  vitalizing;  warm  air  is 
devitalizing.  An  open  fireplace,  with  one  window 
lowered  from  the  top,  or  a  six-inch  window  board  for 
very  cold  or  windy  weather,  will  provide  reasonable 
ventilation. 

A  baby  has  more  room  and  sleeps  more  comfortably 
in  his  basket  or  crib  than  in  a  carriage.  When  awake, 
he  needs  more  space  to  roll,  kick,  creep,  walk.     In  the 


CARE   OF  THE  BABY  109 

open  country,  he  is  much  better  off  on  the  veranda  or 
in  the  nursery  with  windows  open,  lying  in  his  basket 
or  pen,  than  rolled  up  in  a  carriage.  Babies  un- 
fortunately housed  in  city  apartments  or  crowded  tene- 
ments must  sometimes  be  confined  in  a  carriage  for 
the  sake  of  getting  to  the  open  air.  In  a  sunny,  open- 
aired  room  or  by  an  open  window  is  better  for  a  baby 
than  down  in  a  dusty  street.  The  air  at  higher  levels 
has  less  dust  and  fewer  germs.  The  roof  of  an  apart- 
ment house,  if  there  is  protection  from  chimney  gas, 
hot  sun,  and  high  winds,  is  preferable  to  the  street. 
He  should  never  be  put  on  the  ground  without  the  pro- 
tection of  a  waterproof  and  blanket  or  rug  to  prevent 
chilling. 

Making  and  Care  of  Bed.  Lay  in  the  mattress  — 
preferably  a  washable  folded  quilt,  laid  smooth,  or  a 
floss,  hair,  or  straw-filled  mattress. 

Cover  mattress  with  papricloth  nursery  blanket  or 
light-weight  rubber  sheeting,  laid  smooth. 

Over  this,  lay  the  large  quilted  pad  or  felting. 

Lay  on  the  lower  sheet,  tucking  it  under  the  mat- 
tress. 

Lay  a  small  quilted  pad  under  the  baby's  hips,  or 
use  a  large  size  pad  for  older,  tossing  babies. 

Lay  a  flat  quilted  or  hair  pad  (which  may  be  covered 
with  a  cotton  or  linen  slip)  or  a  folded  diaper  or  soft 
folded  towel  for  the  head  and  face;  a  pillow  is  in- 
advisable. 

Put  on  the  top  sheet  and  the  coverlet,  folding  the 
sheet  back  six  inches  over  the  top  of  the  coverlet  for 
protection,  and  tucking  in  at  sides  (not  tight)  and  at 
foot. 

For  cold  weather,  especially  outdoors,  put  in  first  a 
woolen  blanket.  Lay  several  newspapers  between 
this  and  the  mattress,  and  when  the  baby  is  in,  fasten 
this  over  the  coverlet  like  a  sleeping  bag;  for  cold 
weather  a  knit  or  woolen  sleeping  bag  is  desirable. 


110  THE  MOTHERCRAFT  MANUAL 

When  the  baby  is  out  of  his  bed,  it  should  be  taken 
apart,  both  morning  and  afternoon,  shaken,  thoroughly 
aired,  and  sunned. 

In  cold  weather,  the  bed  should  be  warmed  before 
putting  the  baby  in,  and  flannelette  may  well  be  used 
instead  of  muslin  sheets. 

Change  sheets  and  pads  whenever  they  are  wet. 

The  crib  bed  is  cared  for  in  the  same  way.  Padded 
side  protectors  should  not  be  used,  as  they  prevent 
good  ventilation.  The  light-weight,  washable  side 
curtains  may  be  used,  but  these  on  only  one  side  and 
end ;  they  should  be  removed  and  washed  every  week. 
The  screen  will  furnish  ample  protection  from  drafts. 

The  bed  should  always  be  placed  where  it  has  a 
quiet  current  of  fresh  air  but  not  a  draft,  strong  wind, 
or  hot  sun.  The  basket  should  rest  firmly  on  its  stand, 
or  a  large  table,  or  dry  surface,  never  on  the  floor. 
Protection  should  be  provided  against  flies,  mosquitoes, 
cats,  dogs,  falling  objects;  and  after  eight  months, 
against  the  baby's  climbing  and  falling  out. 

"  Putting  the  baby  to  sleep  "  should  consist  in  laying 
the  baby  in  his  stationary  bed,  —  warm,  dry,  com- 
fortable, protected,  —  to  go  to  sleep  by  himself. 
Rocking  disturbs  the  circulation  in  the  brain,  produces 
only  light  sleep,  and  is  bad  for  the  nervous  system. 
Babies  often  cry  at  first,  when  laid  in  bed,  merely  to  be 
taken  up,  rocked,  or  played  with.  To  humor  them 
in  this  way  is  to  cultivate  in  them  self-indulgence, 
irritable  temper,  and  tyranny.  If  let  alone  they  may 
cry  themselves  to  sleep  for  a  few  nights,  but  this  will 
do  them  no  physical  harm ;  they  will  have  learned 
their  lesson,  and  the  family  will  be  spared  further 
trouble. 

The  baby  should  not  always  be  laid  on  his  back,  but 
may  be  laid  on  one  side,  or  on  his  stomach,  turning  his 
head  to  one  side  and  putting  a  flat  pad  under  his  chest. 
The  latter  position  is  not  only  a  restful  change,  but 


CARE  OF  THE  BABY  111 

also  promotes  digestion  and  encourages  development 
of  the  muscles  at  the  base  of  the  head  and  in  the  upper 
back. 

Disturbed  sleep  may  be  caused  by  bad  air,  over- 
clothing,  rough  clothing,  cold  feet,  indigestion,  thirst, 
need  of  circumcision,  a  habit  of  rocking.  It  is  not 
necessary  to  keep  the  house  in  silence  while  the  baby 
is  sleeping.  Sudden  and  boisterous  noise  should  be 
avoided,  but  the  baby  outdoors  or  in  his  own  room 
learns  to  sleep  undisturbed  by  ordinary  conversation, 
music,  household  activities. 

The  baby  should  be  gently  wakened,  if  asleep  at 
feeding  or  bath  time.  After  a  few  weeks,  his  system 
will  be  so  trained  that  he  will  naturally  waken  at  these 
times. 

The  regular  waking  of  the  baby  should  be  antici- 
pated, and  the  mother  or  nurse  should  be  there  at  the 
time  to  take  him  up,  change  the  diaper,  and  make 
him  comfortable  before  he  begins  to  cry.  Waking  time 
should  be  a  smiling  time. 

Play  and  Exercise.  The  first  play  is  simple,  mus- 
cular play  of  limbs. 

After  the  first  month,  arrange  clothing  and  covers 
so  there  is  great  freedom  for  kicking,  twisting,  rolling, 
stretching,  pulling. 

After  two  months,  baby  will  not  sleep  so  much  and 
will  be  more  active  with  hands,  arms,  legs. 

He  should  have  a  pen  or  yard,  raised  six  inches  above 
the  floor ;  or  a  board  may  be  made  to  fit  over  mattress 
of  crib.  Pen  or  board  should  have  woolen  blanket 
and  quilted  pad  over  it ;  let  baby  kick  and  roll  freely. 
The  floor  is  bad  because  of  drafts  and  dust.  A  large 
dry-goods  box,  raised,  is  better  than  the  floor. 

Do  not  prop  a  baby  up  in  a  sitting  position  until 
he  is  strong  enough  to  hold  himself  up  five  minutes 
without  support;  then  allow  sitting  position  for  only 
ten  minutes  at  a  time,  not  on  the  table  or  bed  with  the 


112  THE  MOTHERCRAFT  MANUAL 

feet  extended  in  front,  but  in  a  carriage  or  chair,  legs 
bent  at  knee. 

After  two  months  place  objects  for  him  to  grasp 
toward,  upward,  and  forward. 

As  soon  as  the  baby  learns  to  smile,  this  becomes  a 
little  game.  At  six  or  eight  months,  he  begins  to  play 
with  vocal  sounds,  at  peek-a-boo  and  pat-a-cake. 
Boisterous  play,  tossing,  tumbling,  tickling,  are  too 
severe  for  the  delicate  nerves;  his  laughing  at  this  is 
a  symptom  rather  of  nei'vousness  than  of  joy.  The 
baby  is  not  a  plaything  for  his  elders.  The  hour  be- 
fore bedtime  is  a  good  time  for  quiet  mothering. 

Motor  development  during  the  first  year  normally 
approximates  the  following  plan. 

Eyes  begin  to  focus  at  about  six  weeks ;  coordination 
not  well  developed  until  three  months  or  later;  real 
tears,  from  the  lachrymal  glands,  begin  at  about  three 
months;  knows  mother  or  nurse  by  sight  at  about 
three  months.  Voluntary  smiling  begins  at  about  five 
weeks,  laughing  at  five  or  six  months.  Ability  to  sit 
alone  develops  at  from  six  to  eight  months,  to  stand 
alone  at  twelve  to  fourteen,  and  to  walk  alone  at  four- 
teen to  eighteen  months. 

Exercises.  Special  exercise  may  begin  at  three  or 
four  weeks  of  age.  Begin  with  one  exercise,  and  three- 
minute  periods.  Each  fortnight  time  may  be  increased 
two  minutes  up  to  twenty-minute  limit.  Add  new 
exercises  gradually,  at  two- week  intervals. 

All  exercises  should  be  given  slowly,  rhythmically, 
two  hours  after  a  feeding,  when  baby  is  in  happy  mood ; 
before  bathing  in  mid-morning,  or  in  mid-afternoon,  is 
a  good  time.     Do  not  permit  fatigue  or  test  endurance. 

Always  do  the  exercises  in  the  same  order,  thus 
cultivating  motor  memory. 

Lay  the  child  on  the  padded  nursery  table;  have 
clothing  loose,  or  preferably  without  clothing;  diaper 
unfastened  ;  no  drafts ;  temperature  at  70°  to  72°  F. 


CARE  OF  THE  BABY  113 

Arm  movements.  For  development  of  chest,  upper 
back,  upper  arms. 

1.  Take  hold  of  each  hand;  extend  arms  straight 
on  table,  at  right  angles  to  body,  saying  "  down  ", 
4  times;  bring  hands  together  in  front  of  body  as  in 
clapping,  saying  "  up  ",  4  times.     (Figures  1,  2.) 

2.  At  "  down  ",  bring  arms  down  to  sides,  parallel 
with  body ;  at  "  up  "  stretch  arms  upward  to  table 
above  the  head  (if  baby  objects,  each  arm  may  be  done 
separately)  4  times.  Keep  his  elbows  straight  in  both 
exercises.     (Figure  4.) 

Leg  movements.  For  trunk  and  leg  muscles;  over- 
coming constipation. 

1.  Grasp  foot,  bend  knee  to  body;  do  alternately 
with  right  and  left,  each  4  times ;  then  both  together 
4  times.     (Figure  3.) 

2.  Grasp  leg,  keep  knee  straight,  bring  leg  to  right 
angles  with  body ;  take  each  leg  alternately,  4  times ; 
then  together,  4  times.  Avoid  sidewise  movement. 
(Figures  5,  6.) 

When  the  child  is  able  to  lift  his  head,  he  may  be 
allowed  to  pull  himself  up  as  far  as  he  can,  holding  the 
nurse's  hands.  Grasp  his  hands  firmly  so  he  will  not 
suddenly  lose  his  hold  and  fall  back ;  do  not  pull  him, 
but  let  him  develop  strength  to  pull  himseh  to  a  sitting 
position.     (Figures  7,  8.) 

At  first  let  him  immediately  lower  himself  to  lying 
position,  gradually  sitting  up  one  minute,  and  slowly 
increasing  by  one  minute. 

Many  babies  at  about  eleven  months  go  on  all  fours, 
bear-fashion.  At  this  stage  the  wheelbarrow  exercise 
can  begin,  grasping  the  baby's  feet  and  lifting  them 
up  while  he  supports  himself  on  his  hands  and  arms. 
This  is  strengthening  for  arms,  chest,  back,  and  trunk. 
At  this  age  the  substituting  of  rompers  for  dresses  per- 
mits more  freedom  of  action  and  minimizes  accidents 
from  tumbling. 


114 


THE  MOTHERCRAFT  MANUAL 


Cr5ring.  Every  baby  does  some  crying,  and  every 
cry  has  some  meaning.  The  wise  mother  will  find  the 
cause  and  will,  if  necessary,  remove  it.  She  will 
never  use  pacifiers,  sugar,  soothing  syrups,  loud  noise, 
trotting,  bouncing,  tossing,  irregular  feeding,  all  of 
which  are  injurious  to  the  baby's  sensitive  nerves. 


Causes  of  Crying 
Painless,  spontaneous  exercise 


Physical  discomfort . 

Clothing  wet ;  pins  in  clothes 
Clothing  wrinkled,  tight,  op- 
pressive 
Clothing  rough,  hot 
Bed  rough,  covers  tight 
Tired  of  one  position 
Air     oppressive,     stale,     too 

warm,  dry 
Cold  feet,  thirst,  overfeeding 
Sleepiness,  overtired,  hunger 
Teething,  constipation 
Colic,  gas,  indigestion 


Illness 

Psychological : 

Desire    for    attention,    espe- 
cially at  night 
Desire  for  things  forbidden 


Nature  of  Cry;  Treatment 

Vigorous,  red-faced.  Usually 
at  feeding,  bathing,  dressing ; 
3-20  minutes.     Necessary 

Fretful  or  sharp ;   continued 
Remove  cause 
Practice  better  hygiene 
Rub  the  back,  with  downward 
strokes 


Sharp,  intermittent ;  feet  drawn 
up 

Moan,  wail,  feeble,  intermittent 

Lusty,  continued 

Stops  when  desire  is  granted 

Will  soon  stop  if  ignored 


A  pernicious  habit  of  self-indulgence  and  tyranny  is 
cultivated  if  the  baby  learns  that  he  can  get  his  de- 
sires by  crying.  If  indulged,  even  at  a  few  weeks  of 
age,  he  develops  temper,  self-indulgence,  and  disrespect 
for  authority.  If  no  attention  is  paid  to  such  crying, 
or  desires  cried  for  are  denied,  he  soon  learns  self-con- 
trol, self-reliance,  respect  for  law  and  authority. 


Fie:.  1 


Fig.  3 


Fig.  5 


Fig.  2 


Fig.  4 


Fig.  6 


Fig.  7  Fig.  S 

Exercises  for  the  Baby. 


CARE  OF  THE   BABY 


115 


Infant   Mortality.^     Chief  causes  presented   in   the 
order  of  their  frequency. 


Immediate  Causes  as  Given  in 
Mortality  Statistics 


1.  Diarrhea  and  indigestion 


2.  Pneumonia,  croup,  colds 


3.  Congenital  debility 

(weakness  at  birth) 


4.  Contagious  diseases : 

whooping   cough,    diph- 
theria, measles 


Underlying  Causes 

Ignorance ;  poor  hygiene 

Low  vitality 

Bottle  feeding 

Unclean  milk  and  preparation 

Solid  food  too  early 

Irregular  feeding 

Ignorance ;  poor  hygiene 

Congenital  debility 

Indoor  living 

Overheated,  overdry  rooms 

Tobacco  smoke  in  rooms 

Overclothing ;  overfeeding 

Playing  on  floor 

Sitting  on  unprotected  ground 

Adenoids,  enlarged  tonsils 

Ignorance ;  inadequate  pre- 
natal hygiene 

Weak  heredity 

Poor  health  of  parents 

Use  of  alcohol  by  parents 

Syphilis 

Self-indulgence  of  parents 

Lack  of  continence  during  preg- 
nancy 

Poor  nutrition  of  mother 

Overwork  of  mother 

Too  short  interval  between 
births  (less  than  two  years) 


Ignorance ;  poor  hygiene 

Lack  of  resistance 

Indoor  living 

Infections  in  crowds,  streetcars, 

stores,  dusty  streets 
Infection  of  colds  from  family  or 

visitors ;  kissing 
Adenoids,  enlarged  tonsils 
^  For  statistics,  see  Appendix. 


116 


THE  MOTHERCRAFT  MANUAL 


Defects  Easily  Acqtiired 
in  Infancy  ^ 

Spinal  curvature 


Bow  legs 

Narrow  pelvis 
Misshapen  ribs  and  chest 

Rupture 

Internal  displacements 

Enlargement  of  stomach 
Tender  or  deformed  feet 


Nervousness 


Causes 

Careless    lifting,     holding,    or 

laying  down 
Sitting  up  too  early  or  too  long 

Diapers  too  thick 
Standing  too  early 
Inadequate  feeding 

Diapers  too  tight 
Binders  too  tight 

Clothes  too  tight 
Rickets 

Binder  too  tight 
Binder  worn  too  long 
Rough  handling 

Careless  lifting  or  holding 
Jogging,  tossing 
Too  long  sitting 

Overfeeding 

Feet  kept  too  warm,  perspiring 
Shoes  tight,  rough,  non-porous 
Shoes  worn  too  early 
Use  of  "  baby  walker  " 
Walking  too  early 

Irregularity 
Indoor  living 
Wrong  feeding 

Lack  of  training  in  self-control 
Nervousness  of  attendant 
Disturbance  of  sleep 
Need  of  circumcision 
Excitement;    tickling,   tossing, 
rocking 


Frequent  among  preventable  illnesses  of  infancy  are 
colds,  constipation,  colic,  rickets,  scurvy,  marasmus. 

1  For  statistics  on  infant  mortality,  see  Appendix. 


CARE  OF  THE  BABY  117 

Remedies 


Bad  Habits  to  be  Guarded 

Against 

Putting  fingers  in  mouth  Give  suitable  toys 


Thumb  sucking  (produces  ugly     Put  aloes  orgolden  seal  on  fingers 
mouth,  self-indulgence ;  may     Put  on  sleeveless  sack  dress 
cause  infections,  adenoids)         Put  on  aluminum  mitts 

Screaming,  tantrums  Leave  alone 

Deny  object  desired 

Masturbation  Medical  examination 

Circumcision 
Local  cleanliness 
Toys;  occupation 

To  state  the  underlying  causes  of  infant  mortality 
and  defects  is  at  the  same  time  to  emphasize  their 
preventability  and  to  indicate  the  method  of  preven- 
tion. The  pathos  is  less  in  the  high  rate  of  death  and 
illness  than  in  their  needlessness,  —  if  only  young 
women  and  young  men  were  provided  with  even  a 
meager  preparation  for  this  responsibility !  The  follow- 
ing are  representative  judgments  expressed  repeatedly 
by  physicians  everywhere. 

*'  The  problem  of  infant  mortality  is  not  one  of 
sanitation  alone  or  housing  or  indeed  of  poverty  as 
such,  but  is  mainly  a  question  of  motherhood." 

—  Doctor  G.  Newman  (English). 

"  The  parents  in  their  homes  are  largely  responsible 
for  the  high  infant  mortality." 

—  Doctor  Ira  S.  Wile  (American). 

It  is  advisable  to  have  the  baby  examined  by  the 
physician  once  a  week  during  the  first  three  months 
and  at  least  once  a  month  thereafter  during  the  first 
year.  If  the  daily  regime  is  followed  carefully,  with 
judgment,  the  baby  will  probably  gain  normally  in 
weight,  be  rosy  and  happy,  free  from  any  illness.  The 
first  year  is  the  critical  year,  the  time  for  every  pre- 
caution both  to  prevent  defects  and  promote  vigor. 


118 


THE   MOTHERCRAFT  MANUAL 


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3d    day 
4th    " 
5th    « 
7th    " 
10th    " 

Begin    3d    week 
"      4th      " 
**       2d     month 
"      3d 
"      4th 
"       5th 
"       6th 
"       7th 
"       8th 
"       9th 
End     9th 
"      12th 

Average 
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CHAPTER   VIII 

THE  PHYSICAL  CARE  OF  YOUNG  CHILDREN  i 

"  The  care  and  improvement  of  the  child's  health  is  of  para- 
mount importance.  A  sound  and  efficient  body  is  his  initial  stock 
in  trade  for  winning  the  rewards  of  life." 

—  Life  Extension  Institute. 

"  Instruction  can  wait,  but  the  demands  of  health  are  impera- 
tive." 

—  William  H.  Burnham. 

**  If  only  the  intentions  of  nature  were  respected  during  the 
period  of  growth  and  development,  the  problem  (of  ill  health) 
would  by  no  means  be  so  serious." 

—  Lewis  M.  Terman. 

**  The  sound  body  and  vigorous  health  are  the  foundation  with- 
out which  the  higher  qualities  of  mind  and  heart  develop  pre- 
cariously or  feebly,  or  fail  to  realize  their  possibilities.  The  basis 
of  education  is  and  must  be  physical." 

—  J.  M.  Tyler. 

The  Foundations  of  Efficiency.  It  is  the  business  of 
the  home  to  develop  in  children  such  vitality  that  they 
will  enjoy  exuberant  health  in  childhood,  acquire 
habits  of  good  hygiene,  lay  the  foundation  for  endur- 
ance, beauty,  and  longevity  in  manhood  and  woman- 
hood, and  bequeath  vigor  of  constitution  to  their 
children.  The  slogan  is  "  Prevention  —  Vitality  — 
Efficiency." 

For  efficiency  the  organs  must  be  approximately  per- 
fect, and  their  functioning  sure  and  strong. 

^  See  Preface,  page  xiii. 
119 


120  THE  MOTHERCRAFT  MANUAL 

The  ultimate  physical  sources  of  power  are : 

1.  Good  nutrition  and  sound  digestion 

2.  Sound,  active  lungs 

3.  Vigorous  kidneys 

4.  Strong  heart 

5.  Steady  nervous  system 

That  is,  there  must  be  ample  intake  of  food  and  oxygen, 
thorough  removal  of  waste,  quick  distribution  of  fuel, 
oxygen,  and  waste,  economical  working  of  the  organism. 
The  whole  body  must  be  organically  sound,  and  all  its 
functions  must  go  on  efficiently  and  vigorously. 

Developing  Vitality  to  Resist  Disease.  Disease  may 
be  due  to : 

a.  Some  defect  of  structure  in  an  organ  as  the  heart, 
spinal  column,  eye,  tooth 

b.  Ineffective  functioning  of  an  organ  or  system,  as 
in  constipation,  slow  circulation,  shallow  breathing 

c.  Low  resistance  to  disease  germs  or  poisons,  as 
in  the  contracting  of  influenza,  diarrhea,  pneumonia, 
whooping  cough 

The  Means  for  Developing  Vitality. 

1.  Good  nutrition.  This  involves  sound  digestion 
and  assimilation.     It  can  be  assured  only  through : 

a.  Wholesome  foods,  adapted  to  the  age  in  quantity 

and  preparation 

b.  Sound  teeth 

c.  Regularity  in  feeding 

d.  Right  conditions  in  feeding 
Eating  slowly 

Chewing  well 

Avoiding  severe  exercise  within  an  hour   after 

feeding 
Eating  not  less  than  1  to  3  hours  before  bedtime 
Eating  in  a  cheerful  frame  of  mind 
Food  at  approximately  body  temperature 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  121 

2.  Thorough  ehmination  of  waste. 

a.  Through  the  lungs  by  oxidization.  Deep  and 
adequate  breathing  accompHshes  the  two  ends  of  elim- 
inating some  of  the  poisonous  waste  (as  carbon  dioxide 
from  the  lungs)  and  bringing  quantities  of  oxygen  to 
the  internal  cells  for  burning  up  of  waste.  Active  phys- 
ical exercise  and  the  habit  of  deep  breathing  are  both 
necessary. 

b.  Through  kidneys  and  intestines.  These  are  Na- 
ture's plumbing  system  for  removing  poisonous  waste. 
Regularity  in  these  functions  should  become  a  habit  in 
early  childhood.  There  should  be  a  bowel  movement 
once  or  twice  a  day.  Abundance  of  laxative  foods  in 
the  diet,  water  between  meals,  outdoor  life  and  activity, 
are  natural  means  of  regulating  these  fimctions. 

3.  Regulation  of  bodily  heat.  Colds  and  chills 
pave  the  way  for  vital  disorders.  They  are  not  always 
symptoms  of  an  infection.  They  are  often  due  to 
poor  training  of  the  nerves  in  the  skin  to  respond  quick- 
ly to  changes  of  temperature.  The  training  of  these 
nerves  can  come  only  as  that  of  any  other  nerves  — 
through  their  exercise.  Indoor  and  sedentary  life 
does  not  supply  sufficient  exercise  for  them;  for  this 
exercise  there  is  required : 

a.  A  low  slightly  variable  temperature,  65°-68°  F. 
indoor 

b.  Perceptible  air  current 

c.  Air  baths,  sun  baths,  and  cold-water  baths  ad- 
ministered with  judgment 

4.  Good  circulation  of  blood.  The  blood  is  the 
only  avenue  by  which  nourishment  can  be  brought  to 
the  cells  or  their  poisonous  waste  removed.  So  far 
as  it  can  be  directly  controlled,  circulation  may  be 
quickened  by  abundance  of  exercise,  cool  temperature, 
wise  distribution  of  porous  clothing.  The  child  should 
be  taught  how  to  quickly  warm  hands  or  feet  by  special 


122  THE  MOTHERCRAFT  MANUAL 

exercise,  rolling  or  shaking  of  hands,  stretching  the 
arms  and  forcefully  opening  and  shutting  the  hands, 
slowly  rising  and  sinking  on  the  feet,  running,  alter- 
nately stretching  the  toes  and  heels,  rubbing  the  feet. 

5.  Protection  of  nose,  throat,  and  chest.  Nature 
has  provided  the  nose  with  a  delicate  mucous  lining 
that  constantly  secretes  a  fluid  which  has  the  power  to 
destroy  germs  that  may  enter  with  the  air.  If  this 
moist  mucous  lining  becomes  dry,  it  cannot  function. 
It  will  not  become  dry  unless  the  indoor  air  is  too  dry, 
as  is  the  case  in  artificially  heated  rooms  unless  addi- 
tional moisture  is  supplied  by  open  dishes  of  water  and 
by  constant  intake  of  outer  air.  The  throat  likewise 
suffers  in  a  dry  atmosphere. 

Bundling  the  throat  and  chest  keeps  the  skin  moist 
and  makes  it  more  susceptible  to  congestion;  they 
should  be  made  resistant  to  congestion  by  deep 
breathing  and  daily  cold  sponging.  Adenoids  and 
enlarged  tonsils  are  abnormal  gi^owths  of  lymphatic 
tissue  in  the  nose  and  throat  that  make  breathing 
difficult  and  inefficient,  and  that  become  breeding 
places  for  germs.  The  infection  that  they  harbor 
leads  frequently  to  colds,  earache,  deafness,  tonsilitis, 
diphtheria,  measles,  scarlet  fever.  They  obstruct  the 
breathing  and  reduce  the  supply  of  oxygen,  spoil  the 
shape  of  the  face,  reduce  the  ability  to  think,  and  by 
their  discomfort  produce  irritability  and  nervousness. 
They  greatly  interfere  with  the  vitality.  Adenoids 
should  therefore  be  removed,  and  tonsils  treated,  their 
removal  being  a  last  resort  when  they  are  diseased. 

6.  Maintaining  high  count  and  efficiency  of  red 
blood  corpuscles  and  of  leucocytes  in  the  blood.  The 
red  blood  corpuscles  carry  oxygen.  Evident  symptoms 
of  their  inefficiency  are  paleness,  low  vitality,  inertia. 
The  leucocytes  are  the  special  blood  cells  that  attack 
disease  germs  which  have  made  their  way  past  the 
sentinels  in  the  nose,  throat,  and  stomach.    The  num- 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  123 

ber  and  efficiency  of  these  bodyguards  is  increased  by 
outdoor  exercise,  cold-water  baths,  air  baths,  sun  baths, 
by  adding  more  mineral  food  to  the  diet. 

Additional  means  of  preventing  development  of 
germ  diseases  are :  (a)  protection  from  contagion ; 
(b)  injecting  of  antitoxins.  The  greatest  preventive, 
however,  is  internal  resistance,  since  disease  germs  are 
usually  in  the  atmosphere  and  are  entering  the  system 
every  day  through  the  nose  and  mouth. 

7.  Storing  of  nervous  energy.  This  is  possible  only 
through  abundant  sleep,  regularity  of  regimen,  tem- 
perance, moderation,  self-control,  avoidance  of  stimu- 
lants, narcotics,  or  dissipation.  Nature  has  intended 
that  childhood  shall  be  a  period  of  accumulating  and 
conserving  nervous  reserve. 

The  effect  of  any  regimen  or  any  exception  to  a  prin- 
ciple of  good  hygiene  must  be  measured  not  simply  by 
its  immediate  results  but  even  more  by  its  remote  con- 
sequences. Nature  is  patient,  long  suffering,  and  will 
endure  much  abuse  without  great  protest,  but  Nature  is 
also  an  accurate  bookkeeper  and  remorseless  creditor; 
every  debt  must  at  some  time  be  paid  on  demand,  — 
it  may  be  five,  ten,  forty  years  later,  or  in  the  lives 
of  the  succeeding  generation.  Nature  makes  no  allow- 
ance for  ignorance  of  her  laws.  Parental  love  cannot 
atone  for  lack  of  knowledge  or  experience.  The  death- 
rate  from  tuberculosis  rises  considerably  among  girls 
in  their  twenties.  To  what  extent  is  this  due  to  gen- 
eral poor  hygiene,  indoor  life,  lack  of  exercise,  in 
childhood  ?  During  the  last  quarter  century  there  has 
been  a  marked  increase  in  the  death-rate  during  mid- 
dle age  from  kidney  disorders,  cancer,  heart  disease, 
insanity.  It  may  well  be  asked  to  what  extent  these 
are  due  to  habits  of  irregularity,  over-feeding,  wrong 
feeding,  self-indulgence,  nervousness,  acquired  in  child- 
hood. 


124 


THE  MOTHERCRAFT  MANUAL 


Children's  Typical  Physical  Regimen 


1  to  2  Yeass 
6 :  A.U. 


Toilet 
Milk 
Some  children  at 
this  age  will  re- 
main quietly  in 
bed  for  an 
hour  after  tak- 
ing milk,  when 
the  schedule 
for  children  2-9 
for  rising  and 
bathing  may 
be  followed 
Others  are 
ready  to  be  up, 
and  these  may 
have  a  cool 
sponge  to  chest 
and  back,  with 
bath  at  mid- 
day or  evening. 


Fruit  juice;  toilet 
Outdoors  or  play 

in         open-air 

room 


2  TO  9  Years 
6 :  30-7  A.M. 


for  circulation   and 
increase     of     heart 


Wakens 
Stretching 

gradual 

action 
Put  on  bathrobe  and  slippers,  if 

cool 
Open  bed  to  air 
Taken  to  toilet 

Teeth  brushed ;  mouth  rinsed 
Drink  of  water 
Vigorous  exercise  or  play  2-5 

minutes 
Fruit  juice 
Face  and  hands  washed,   cool 

water 
Rubbing   of   entire   body,   2-4 

minutes 

(Rub  from  extremities  toward 
heart) 
Bath  as  prescribed,  2-4  minutes 
Dressing:  5-15 minutes 

(After     three     years,     child 
should  dress  himself) 
Bed,  room,  night  clothes  opened 

to  air 
Children  who  have  not  slept  out- 
doors should  get  out  for  5-20 

minutes  vigorous  play  before 

breakfast 

7 : 30-8  :  00 
Breakfast 
Toilet   (time  for  regular  bowel 

movement) 
Hands  washed 
Teeth  brushed 

Bed  made,  bedroom  put  in  order 
Outdoors  by  9  a.m.   (earlier  in 

summer) 
If  inclement   weather   put   on 

out-door  wraps ;  open  windows 

in  room  for  open-air  play 


AftEB  9  YSABS 

(Same  as  2- 
9  years.) 


(Same  as  2-9 
years.) 


Outdoors 
2-1  hour 
before 
school 

Open-air 
school 


Toflet 

Mid-morning 
meal 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  125 

Water 
10:30 


Teeth  brushed 

Toilet 

Outdoors 

Undressed ; 
drink 

Bath ;  toilet ;  nap 


Toilet ;  dressed 

Dinner 

Toilet 
Outdoors 

Drink  water 


Indoors;  toilet 
Supper 


Undressed ; 
teeth ;     toilet ; 
in  bed 

Toilet 


10 :  00  A.M. 
Glass  of  water 


Fruit 
Toilet 

11:30 

Hands     washed,      finger      nails 
cleaned ;  preparation  for  dinner 
12:00 
Dinner 

12  :  40  p.  M. 
Toilet 

Hands  washed 

Undressed  for  bed ;  remove  shoes, 
stockings,  dress,  waist,  trousers 
1:30 


2:00 
Toilet ;  dressed ;  bed  made 

2:30 
Glass  of  water 
Outdoors,  or  open-air  play  indoors 

4:30 
Indoors  ;   toilet,  glass  of  water 
Hands      washed,      finger      nails 

cleaned 
(Warm  bath  2  or  3  times  week; 
cool  sponge  in  summer) 

5:00 
Supper 

5:30 
Undressed ;   teeth  brushed 
Face,  neck,  ears,  feet  washed 

6:00 
In  bed  (6  to  9  years  at  7 :  00) 


10:00 
Toilet  (until  6  years) 


Dinner 

Outdoors 
f-1  hour 


In  open-air 
school  1- 
3  hours 


Outdoors  2- 
4  hours 


Supper 


126 


THE  MOTHERCRAFT  MANUAL 


Sleep.  Quantihj.  All  the  sleep  a  child  can  get  is  so 
much  of  fortification  against  the  inevitable  stress  of 
later  years,  as  well  as  conducive  to  his  immediate 
vitality,  comfort,  and  good  nature.  Children  vary 
individually;  often,  however,  the  nervous  child  who 
needs  most  sleep  is  least  willing  to  take  it.  Children 
should  sleep  as  much  as  they  want  to  and  should 
approximate  the  following  amounts  as  a  minimum. 

Approximate  Average  Requirements  ^ 


Age 

Hours  op 

Sleep 

Time  in  Bed 

12  months 

15 

6.00  P.M.-6.00  A.M. 

midday  nap  2-3  hours 

1-4    years 

14 

6.00  P.M.-6.00  A.M. 

midday  nap  1-2  hours 

4-6 

>> 

13 

6.00  P.M.-6.00  A.M. 
1  hour  midday  rest 

6-8 

>> 

12 

7.00  P.M.-7.00  A.M. 
1  hour  midday  rest 

8-10 

f> 

lU 

7.30  P.M.-7.00  A.M. 

10-12 

17 

11 

8  00  P.M.-7.00  A.M. 

12-14 

»» 

lOi 

8.30  P.M.-7.00  A.M. 

14-16 

»> 

10 

9.00  P.M.-7.00  A.M. 

1&-18 

)) 

91 

9.30  P.M.-7.00  A.M. 

Conditions.  1.  Bed  alone.  No  one  can  sleep  as 
comfortably  or  restfully  with  another  person  as  alone. 
With  little  children,  moral  as  well  as  physiological 
possibilities  are  to  be  considered. 

2.  Room  alone,  if  possible,  especially  for  children 
under  six,  that  they  may  not  be  disturbed. 

3.  Outdoors  if  possible,  on  a  sleeping  porch,  with 


*  Adapted  and  amplified  from  the  Ninth  Year  Book  of  the 
National  Society  for  the  Study  of  Education,  by  permission  of  the 
author,  Doctor  Thomas  D,  Wood. 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  127 

bedding  protected  from  dampness,  and  provision  made 
for  first  warming  the  bed  at  night  in  cold  weather. 

4.  Room  cool  and  with  current  of  outside  air,  if 
sleeping  indoors.  Temperature  not  above  60°  F. 
and  may  be  as  low  as  50°  F.  to  advantage  for  normal 
children  over  six  months,  or  32°  F.  without  harm,  with 
ample  bedding  and  warm  night  clothes.  Warm 
wrapper  or  shawl  should  be  provided  to  wrap  around 
the  child  when  taken  out  of  bed. 

5.  Children  beyond  infancy  (IJ  years)  should  have 
their  supper  an  hour  before  bedtime  until  eight  or 
nine  years  of  age,  and  thereafter  two  hours  before  bed- 
time. Children  should  be  taken  up  for  the  toilet  at  a 
regular  hour,  either  nine  or  ten  o'clock,  until  six  or 
eight  years  of  age,  to  prevent  bed-wetting  or  disturbed 
sleep. 

6.  Every  condition  should  be  provided  for  complete 
relaxation  and  sound  sleep,  not  light  semi-sleep. 
Among  these  conditions,  besides  the  foregoing,  are: 

Lights  extinguished  in  sleeping  room ; 

Stationary  bed  that  does  not  rock ; 

Story-telling  before  child  is  undressed,  not  after  he  is 
in  bed,  that  the  mind  may  not  be  filled  with  vivid 
images,  or  brain  congested,  when  trying  to  sleep. 

Evening  stories  should  be  quiet,  restful,  happy, 
without  gruesome,  melodramatic,  exciting,  or  sad  at- 
mosphere. 

Chanting,  humming,  rhythmic  singing,  is  relaxing, 
and  five  or  ten  minutes  of  this  after  child  is  in  bed  may 
be  advantageous,  especially  with  nervous  or  unruly 
children. 

Massaging  down  the  back,  in  long  slow  strokes,  will 
relieve  the  congestion  of  the  brain. 

Give  the  child  one  toy  to  occupy  his  hands;  pro- 
hibit more  than  one,  to  prevent  mental  activity. 

Bedtime  should  not  be  a  time  of  punishment,  re- 
calling of  misdeeds,  scolding;    leave  that  until  the 


128    ^  THE  MOTHERCRAFT  MANUAL 

child  is  most  vital,  in  mid-morning  or  afternoon. 
Bedtime  should  be  a  quiet,  happy  time. 

A  thought  impressed  upon  the  child  as  he  is  falling 
to  sleep,  or  directly  after,  especially  if  it  is  repeated 
for  some  days  or  weeks,  is  absorbed  by  the  subcon- 
scious mind  and  has  profound  influence  upon  motives 
and  action.  The  suggestion  may  be  given  aloud  to 
the  conscious  mind  while  the  child  is  still  awake,  or 
repeated  softly  or  thought  intensively,  after  the  con- 
scious mind  is  dulled  by  sleepiness. 

The  child  should  learn,  from  early  babyhood,  to  go 
to  sleep  by  himself,  without  a  light,  with  the  door 
closed.  This  is  a  most  important  training  in  self- 
reliance. 

If  these  conditions  are  observed,  sleep  should  be 
restful  and  undisturbed.  Possible  disturbing  condi- 
tions may  include  constipation,  indigestion,  intestinal 
worms,  nervousness.  The  matter  should  be  reported 
to  the  physician.  Bed-wetting  may  be  overcome  by 
taking  the  child  up  during  the  night,  by  giving  no 
liquid  after  four  o'clock,  by  promise  of  rewards,  by 
mental  suggestion.  Circumcision  may  be  needed. 
Punishment  is  worse  than  useless. 

The  Afternoon  Nap.  The  same  general  conditions 
should  be  provided.  The  room  or  sleeping  porch 
should  be  darkened,  and  ample  ventilation  and  light 
covering  provided.  The  outer  clothing,  shoes,  stock- 
ings should  be  removed,  and  nightgown  put  on  over 
the  underwear;  or  the  child  may  be  completely  un- 
dressed as  at  night.  If  the  child  is  disinclined  to  sleep 
at  nap  time,  use  the  spinal  sponging  with  warm  water, 
the  spinal  massage,  and  undress  completely  as  at  night. 
Even  if  the  child  does  not  sleep,  he  will  receive  the 
much-needed  relaxation,  and  the  resting  of  spine  and 
heart,  the  work  of  which  is  greatly  reduced  while  Ijang 
down. 

Waking.    The  waking  time  should  always  be  antici- 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  129 

pated,  and  some  one  should  be  at  hand  to  take  the 
child  at  once  to  the  toilet,  to  speak  to  him  and  re-assure 
him.  This  is  important  both  for  physical  and  moral 
reasons.     Waking  should  be  a  happy  time. 

Clothing.  Clothing  should  be  comfortable  to  body 
and  mind;  it  should  provide  freedom  of  action  and 
thought,  cultivate  modesty,  simplicity,  democracy, 
daintiness,  avoiding  self-consciousness  or  vanity. 

Too  much  clothing  keeps  the  skin  moist,  and  is  a 
cause  of  colds. 

Distribute  clothing  judiciously;  avoid  overclothing 
trunk  and  chest,  underclothing  legs. 

Underclothing.  Use  light-weight  underwear  and 
give  additional  warmth  by  extra  wraps  as  needed. 
Adapt  clothing  to  the  actual  weather  conditions,  not 
to  traditions  of  seasons.  Avoid  sudden  changes,  as 
from  heavy  play  suit  to  thin  suit. 

Underclothing  may  be  all  cotton  or  part  wool. 

Porous  clothing  is  warm,  holding  a  protecting  layer 
of  air;  thick  woven  clothing  is  cold,  preventing  the 
evaporation  of  moisture  from  the  skin.  For  hot 
weather  use  sleeveless  or  half -sleeve  gauze  vests. 

Use  side  elastics  to  support  the  stockings,  never  the 
round  garters.  Select  carefully  the  waist  for  attaching 
supporters ;  the  "  Ideal  "  waist  is  excellent. 

Protect  the  ankles  and  legs  with  stockings  or  leggings 
in  cold  or  changeable  weather. 

Keep  the  throat  open,  except  in  very  cold  weather, 
and  then  protect  lightly. 

Shoes  and  stockings  should  keep  the  feet  warm  and 
comfortable,  not  perspiring,  cold,  restricted. 

Night  clothes.  A  complete  change  should  be  made  at 
night.  After  three  years  a  shirt  is  not  needed  at  night, 
except  in  very  cold  weather,  "\\nien  diapers  are  no 
longer  needed,  the  nightdrawers  may  be  worn,  using 
those  with  feet  for  cold  weather.  For  outdoor  sleep- 
ing in  cool  weather  a  sleeping-bag  of  eiderdown  is  desir- 


130  THE  MOTHERCRAFT  MANUAL 

able,  and  a  light  hood.  A  flannel  or  eiderdown  bath- 
robe and  slippers  should  be  provided  for  emergency  and 
morning  use. 

Care.  Begin  to  teach  the  child  at  one  year  to  put 
his  shoes  neatly  together;  by  two  years  to  lay  his 
clothes  neatly  when  taken  off,  and  to  hang  up  wraps ; 
by  three  years  to  fold ;  by  four  years  to  take  care  of 
all  clothing  as  removed  and  keep  his  chiffonier  in  order. 
Provide  low  hooks  and  small,  low,  easy-working  bureau 
drawers  within  reach  of  the  child. 

Keep  soiled  clothing  in  a  ventilated  receptacle,  out 
of  the  sleeping  room  or  kitchen. 

Keep  hats  and  wraps  well  brushed ;  shoes  brushed 
and  cleaned;  after  five  years,  children  should  care 
for  shoes. 

Readymade  clothing  should  be  washed  before  wearing. 
Much  readymade  clothing,  whether  cheap  or  expensive, 
is  made  in  sweatshops  and  crowded  tenements. 

Children's  play  clothes  should  be  of  such  durable 
material  and  sim_ple  design  that  play  may  not  be 
hampered  through  fear  of  soiling  or  injuring  garments. 

Avoid : 

Underwear :  Thick  woven 

Heavy  cotton  fleece-lined 

All  or  three-quarters  wool  (unless  open  weave 
and  soft) 

Rough  seams 

Corsets 
Stockings :      Thick,  heavy 

All  wool 

Seams ;  much  darned 

Round  garters 

Tight  hose  supporters 
Shoes :  Patent  leather  or  other  non-porous  material 

Rough  inside  seams  and  soles 

Tight  across  toes,  instep,  or  ankle 

Stiff,  inflexible  soles 

Rubber  soles  unless  with  leather  insoles 

Too  large  or  too  small 

High  heela 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  131 

Non-washable  dresses  or  wraps  for  children  under  three  years 

Elaborate,  showy  clothes 

Unbecoming  clothes 

Wraps :  Fur  or  other  heavy  neck  pieces 

Mufflers,    except    in    very    cold    weather,    and 

for  children  under  five 
Gloves  in  winter.     (Mittens  give  better  circula- 
tion) 
Rubbers  or  overshoes,  except  in  rain  or  slip- 
pery weather 
Ear  muffs 
Veils 

Unventilated  hats 
Tight  Clothing :  Gloves,  neckbands,  waists,  underwear,  stock- 
ings, shoes 

Ample  size  is  especially  important  with  growing  chil- 
dren, and  easily  overlooked  or  neglected  as  they  out- 
grow their  clothes.  Rubber  in  legs  oi  readymade 
rompers  is  always  too  tight,  and  is  better  removed. 

Bathing.  Each  child  should  have  his  own  wash 
cloths  and  towels.  Have  a  separate  wash  cloth  and 
towel  for  the  face,  another  cloth  and  Turkish  towel  for 
the  body.  Dry  and  sun  wash  cloths  every  day;  boil 
them  weekly. 

Temperature  of  bathroom  about  70°  F.  (65-70), 
with  no  drafts.  Before  the  child  is  undressed,  have 
everything  ready,  including  the  clothing  to  be  put  on. 

Water  and  soap  are  irritating  to  eczema ;  use  oil  or, 
occasionally,  water  bath  with  bran. 

The  Cold  Bath.  The  daily  cold  bath  is  of  vital  im- 
portance in  training  the  skin  to  react  quickly  to  tem- 
peratures, increasing  the  circulation,  increasing  the 
white  blood  corpuscles,  and  maintaining  a  high  degree 
of  vitality  and  resistance  to  illness,  especially  to  coldfi, 
croup,  coughs,  pneumonia,  and  tuberculosis. 

By  careful  attention  to  details,  the  cold  bath  can 
be  given  with  a  minimum  of  shock,  and  children  enjoy 
it.  It  should  be  made  as  enjoyable  as  possible,  and 
persisted  in,  even  under  protest.     It  should  not  be 


132  THE  MOTHERCRAFT  MANUAL 

given,  however,  in  a  cold  room.  If  the  child  has  a 
cold,  or  the  skin  is  cold  and  clammy,  it  should  be  given 
only  to  the  throat,  chest,  and  back.  If  the  child  is  in 
a  low  vital  condition,  or  does  not  react  well  otherwise, 
it  may  be  preceded  by  a  quick  hot  bath  (98°-100°F.) 
to  furnish  body  heat.  The  mildest  form  is  to  give  it 
while  the  chila  lies  in  bed,  quickly  bathing  and  drying 
one  part  at  a  time.  Ordinarily  it  can  be  given  as  fol- 
lows, the  whole  procedure,  including  rubbing,  not 
taking  more  than  five  minutes. 

Let  the  child  jump,  run,  or  exercise  vigorously  for 
a  few  minutes  before  beginning  the  bath.  Remove 
clothing  and  give  a  vigorous  allover  rub  with  hands  or 
Turkish  towels,  rubbing  from  extremities  toward  the 
heart ;  let  the  child  help  in  this  and  do  it  himself  after 
four  years.  The  child  may  stand  with  his  feet  in  luke- 
warm water,  or  on  a  bath  mat,  not  on  a  cold  surface. 

Temperature  of  the  water  should  be  at  least  down  to 
70°  F.  and  as  much  lower  as  the  child  can  take  and 
react  well.  Salt  (1  tablespoon  to  quart  of  water)  gives 
a  better  reaction  and  lower  range.  Tepid  water  gives 
no  tonic  and  may  leave  a  chilly  reaction.  Have  the 
wash  cloth  wet  but  not  dripping.  Wash  quickly  in 
the  following  order :  (1)  hand,  arms ;  (2)  neck,  chest ; 
(3)  back,  beginning  at  lower  end ;  (4)  legs,  beginning 
with  soles  of  feet ;  (5)  abdomen.  In  this  way  the  re- 
flexes are  bathed  first,  and  the  feeling  of  shock  reduced, 
but  the  same  valuable  tonic  results  obtained.  Dry 
quickly,  rubbing  with  Turkish  towels  and  hands.  In 
cold  weather,  or  if  the  skin  is  very  dry,  rub  in  quickly 
a  little  cocoa  butter,  olive  oil,  or  cold  cream.  A  spray 
with  weak  force,  or  pouring  from  a  cup  may  begin  in  the 
second  year;  a  strong  spray  or  shower  not  until  the 
fifth  year. 

The  Warm  Bath.  For  cleansing,  the  warm  bath  is 
needed  two  or  three  times  a  week  in  winter,  and  every 
day  in  hot  weather.    The  body  surface  is  relatively 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  133 

greater  in  children  than  in  adults,  and  because  of  their 
greater  activity  and  more  rapid  circulation,  a  relatively- 
greater  quantity  of  perspiration  and  waste  material  is 
constantly  being  poured  out  upon  the  skin.  If  this  is 
not  removed,  it  clogs  the  pores  and  thus  keeps  poisons 
within  the  body  and  prevents  the  normal  absorption  of 
oxygen  through  the  skin. 

The  warm  bath  is  best  given  at  night,  as  a  tub  bath, 
before  the  supper,  or  an  hour  afterwards.  When  the 
bath  is  not  given,  the  neck,  ears,  armpits,  hands,  and 
feet  should  be  well  washed.  The  water  temperature 
should  be  96°-98°  F.  A  mild  oil  soap  should  be  used 
moderately,  such  as  Castile  or  Palmolive.  The  bath 
should  be  given  in  three  minutes.  Let  the  children 
splash  in  the  tub  for  another  three  minutes,  trying  to 
swim.  Always  follow  with  the  cold  water  to  close  the 
pores  and  prevent  colds.  This  may  be  poured  into  the 
tub,  to  reduce  the  temperature  to  about  70°,  or  poured 
from  a  pitcher,  or  given  with  a  spray,  at  70°-80°,  or 
given  as  a  quick  sponge  at  that  temperature.  Dry 
quickly  and  thoroughly,  putting  on  a  wrap  to  avoid 
chilling.  If  the  child  sleeps  outdoors,  the  bath  should 
be  given  an  hour  before  bedtime  in  cool  weather,  or  the 
oil  rub  may  be  given  instead  of  water  bath. 

In  hot  weather  children  may  have  three  or  four 
sponge  baths  at  70°-80°  during  the  day,  or  five-minute 
splashes  in  the  tub  at  due  intervals  after  meals. 

The  daily  air  bath  is  as  much  needed  as  the  water, 
and  should  be  given,  with  exercise  and  rubbing,  if 
the  water  bath  cannot  be  taken  at  the  regular  time. 
It  is  a  tonic  for  the  skin  and  gives  the  exercise  to  the 
nerves  that  cultivates  resistance  against  colds. 

Sun  Baths.  Sun  baths,  judiciously  given,  are  also  of 
great  vitalizing  value.  In  warm  weather  (70°-90°  F.) 
children  should  be  allowed  to  play  outdoors  with 
minimum  of  clothing,  as  sandals,  white  rompers  or 
bathing  trunks,  and  a  light  sun  hat,  for  several  hours 


134  THE  MOTHERCRAFT  MANUAL 

a  day,  avoiding  exposure  of  too  hot  sun  (over  80°). 
Children  not  accustomed  to  this  must  begin  gradually 
and  may  have  a  preliminary  oil  rub,  to  prevent  either 
chill  or  sunburn.  In  cool  weather,  this  may  be  given 
in  the  house,  although  the  benefits  are  not  so  great,  as 
the  most  effective  (the  violet)  rays  do  not  penetrate 
through  glass.  White  or  light  colored  clothing  permits 
the  penetration  of  light  rays  to  the  skin,  and  dark  cloth- 
ing prevents  this;  the  former,  therefore,  is  of  greater 
vitalizing  value.  The  sun  and  light  baths  are  of  great 
therapeutic  value  with  nervous  or  anemic  children. 
The  tanning  of  the  skin  gives  remarkable  resistance. 

The  development  of  resistance  through  judicious  use 
of  baths  and  light,  combined  with  deep  breathing,  would 
greatly  reduce  the  mortality  from  colds,  pneumonia, 
tuberculosis,  which  are  the  chief  causes  of  death  after 
infancy. 

The  Hands.  Cleanliness  of  the  hands  is  highly  im- 
portant both  for  sanitary  and  moral  reasons.  There- 
fore teach  the  child  from  babyhood,  by  example  and 
precept,  to  always  wash  the  hands : 

1.  Before  touching  food,  either  for  eating,  serving, 
or  preparation,  as  a  safeguard  against  infection 

2.  After  eating,  to  prevent  soiling  of  clothes,  furni- 
ture, toys 

3.  After  going  to  the  toilet 

4.  Before  going  to  bed 

5.  Before  touching  the  eyes 

The  finger  nails  should  be  cleaned  with  an  orange 
stick  once  a  day,  and  before  meals  whenever  dirty. 
To  prevent  hangnails,  press  the  cuticle  back  around 
the  nail  every  day.  Trim  finger  nails  round.  A  soft 
hand  brush  and  Hand  Sapolio,  almond  meal,  or  corn 
meal  may  be  necessary  for  very  dirty  hands.  Always 
dry  thoroughly  to  prevent  chapping,  and  in  cold 
weather  apply  a  lotion. 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  135 

The  Feet.  Wash  the  feet  every  night  when  a  bath  is 
not  given.  Dry  thoroughly  between  the  toes.  Per- 
spiration is  acid  and  soon  causes  soreness  if  it  remains. 
Once  a  week  trim  the  nails,  cutting  straight.  If  the 
feet  are  cold,  put  in  cold  (75°-80°F.)  or  hot  (96°)  water 
for  three  minutes,  apply  a  25  per  cent,  solution  of  alco- 
hol, rubbing  dry.  If  cold  from  exposure,  always  use  the 
cold  water.  Chronically  cold  feet  indicate  wrong  shoes, 
poor  general  circulation,  or  need  of  more  exercise  for 
feet.  Corns,  callouses,  bunions,  or  misshapen  toes 
can  be  prevented  by  using  shoes  that  are  comfortable 
and  adapted  to  the  shape  of  the  foot. 

The  strength  of  the  arch  should  be  increased  by  foot 
exercises :  (1)  Rising  slowly  on  the  toes  and  slowly 
descending,  keeping  the  weight  of  the  body  on  the  soles  ; 

(2)  Alternately   stretching   the   toes   and    the   heel; 

(3)  Massaging  the  ankles.  Braces  in  the  shoe  prevent 
development  of  ankle  muscles.  Braces  and  arch  sup- 
porters should  be  worn  only  on  the  advice  and  prescrip- 
tion of  a  physician,  if  possible,  an  orthopedic  specialist. 
Much  harm  may  be  done  by  their  wrong  use. 

Care  of  the  Hair.  During  the  second  year  the  head 
should  be  washed  two  or  three  times  a  week,  or  oftener 
if  scurf  appears.  Use  Castile  or  Palmolive  soap  and 
rinse  thoroughly  to  remove  all  soap  and  prevent  forma- 
tion of  scurf.  If  a  crust  appears,  gently  rub  in  fresh 
lard,  olive  oil,  or  liquid  vaseline  at  night,  and  wash  off 
in  morning;  never  use  a  comb  or  harsh  rubbing  to 
remove.  During  the  third  and  fourth  year  shampoo 
weekly,  and  thereafter  every  two  or  three  weeks. 

The  shampoo  should  be  given  in  the  daytime,  when 
there  is  ample  time  and  means  for  drying  quickly  and 
thoroughly,  preferably  in  the  sun.  The  scalp  should 
be  massaged  five  or  ten  minutes  every  day,  through 
childhood,  to  promote  good  circulation  in  the  scalp 
and  keep  it  loose  and  clean,  and  the  hair  brushed  thor- 
oughly to  remove  dust.     This  is  Nature's  own  tonic. 


136  THE  MOTHERCRAFT  MANUAL 

and  more  effective  than  any  bought  at  the  drugstore. 
If  the  hair  is  thin,  oUve  or  cocoanut  oil  or  vaseline 
rubbed  into  the  scalp  will  stimulate  new  growth.  Going 
without  a  hat  (except,  of  course,  in  cold  weather  or 
hot  sun)  is  beneficial  for  the  hair.  The  hairbrush  should 
be  soft,  and  brush  and  comb  should  be  cleaned  every 
week.  Tangles  should  be  patiently  and  gently  brushed 
out ;  braiding  will  prevent  them. 

Curly  or  straight  hair  is  hereditary,  and  curls  can 
be  only  temporarily  produced  in  naturally  straight 
hair.  Heated  irons,  metal  curlers,  tightly  rolled  curlers, 
dampening  the  hair,  are  all  injurious.  For  curling,  only 
soft  rags,  or  kid,  on  which  the  hair  is  loosely  rolled, 
should  be  used,  and  these  not  applied  at  night  around 
the  head,  to  interfere  with  comfort  in  sleep. 

When  hair  is  trimmed,  it  should  not  be  shaved  off 
close  at  the  base  of  the  head,  as  is  sometimes  the  fashion, 
leaving  this  most  sensitive  part  of  the  head  and  neck 
suddenly  and  unduly  exposed. 

If  the  eyelashes  or  eyebrows  are  short,  stubby,  rough, 
light,  they  may  be  improved  and  darkened  by  daily 
application  of  vaseline,  and  brushing  with  a  soft,  nar- 
row toothbrush.  Such  attention  adds  greatly  to  the 
beauty  and  expressiveness  of  the  face,  and  will  be  a 
cause  of  much  gratitude  in  later  years. 

Nose.  The  nose  should  be  kept  clean.  For  children 
under  four,  it  should  be  cleaned  every  morning  with  the 
liquid  vaseline  or  warm  water,  using  a  sterile  piece  of 
twisted  gauze  which  is  immediately  wrapped  in  paper 
and  disposed  of.  Repeat  at  night  and  during  the 
day,  if  the  nose  is  not  clean.  At  three  years,  children 
should  be  able  to  blow  the  nose,  and  this  should  be 
a  regular  part  of  toilet-making  both  morning  and 
evening. 

In  blowing  the  nose,  one  side  should  be  held  closed, 
while  the  other  side  is  blown.  To  blow  both  sides  at 
once  produces  pressure  in  the  ears  that  may  cause  in- 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  137 

jury.  Nasal  douches  are  to  be  avoided  except  in  illness 
and  by  the  physician's  orders. 

Avoid  (1)  dusty  air,  as  in  the  city  streets,  or  in  a  room 
that  is  being  cleaned ;  (2)  overdry  air,  as  in  artificially 
heated  rooms.  Both  of  these  are  thought  to  promote 
adenoids.  The  former  contains  many  disease  germs. 
The  latter  drys  the  mucous  membrane,  preventing, 
therefore,  its  work  of  germ  destruction,  and  producing 
uncomfortable,  cracked  membrane. 

Throat.  The  throat  is  strengthened  by  the  daily 
cold  bathing  of  neck  and  chest.  A  child  can  learn  to 
gargle  at  three  or  four  years,  and  is  then  able  to  do  it 
easily  if  soreness  develops. 

Ears.  Wash  the  ears  every  day  with  warm  water, 
making  sure  that  no  dirt  remains  in  creases  or  behind 
the  lobes.  If  wax  accumulates,  remove  it  with  the 
twisted  end  of  the  wash  cloth  or  gauze.  Never  put 
sharp  instruments  of  any  kind  in  the  ear. 

The  lining  of  the  inner  ear  is  a  continuation  of  the 
lining  of  the  nose  and  throat.  If  the  latter  becomes 
infected,  as  with  a  cold,  directly  or  from  enlarged 
tonsils  or  adenoids,  the  infection  is  likely  to  continue 
into  the  ears,  causing  running  ears,  which  may  result 
in  deafness. 

The  ears  should  not  be  made  sensitive  by  cotton  stuff- 
ing or  ear  muffs.  In  very  cold  weather,  little  children 
should  wear  a  hood,  and  older  children  may  do  so  with 
temperature  below  40°  F. 

Never  pull  the  ear  lobe  nor  strike  a  child  on  the 
head;  it  may  cause  deafness.  Teach  children  that 
blowing  or  shouting  into  the  ear  may  produce  deafness. 

Teeth.  After  the  first  six  teeth  are  cut,  during  the 
first  year,  it  is  advisable  to  have  a  small,  soft  brush 
to  use  with  water,  plain  or  with  boric  acid  or  bicar- 
bonate of  soda,  after  each  feeding.  This  never  should 
be  neglected  after  eighteen  months.  Doctor  Truby 
King  advises  giving  the  child  a  raw  apple,  a  third  of 


138  THE  MOTHERCRAFT  MANUAL 

which  has  been  peeled,  and  which  is  partially  bruised 
until  softened,  following  the  midday  feeding,  after  one 
year  of  age ;  munching  this  for  ten  minutes  is  a  natural 
and  effective  method  of  cleaning  the  teeth.  By  four 
years  of  age,  the  child  should  be  able  to  brush  his  teeth 
himself.  Salt,  bicarbonate  of  soda,  or  milk  of  magnesia 
are  effective  dentrifices.  Patent  pastes,  powders,  and 
liquids  are  expensive  and  of  no  more  efficacy  than  the 
foregoing,  their  chief  value  probably  consisting  in  the 
incentive  they  give  to  the  use  of  the  brush. 

In  brushing,  the  motion  should  be  up  and  down,  and 
rotary,  as  well  as  across  the  teeth ;  the  inner  and  upper 
as  well  as  the  outer  surfaces  and  the  gums  should  be 
brushed.  To  safeguard  against  infection,  teeth  should 
not  be  cleaned  over  the  hand  basin,  but  into  a  recep- 
tacle for  waste  water. 

Clean  teeth  will  not  decay.  If  the  first  teeth  are 
allowed  to  decay,  the  second  will  not  be  sound.  The 
rudiments  of  both  sets  of  teeth  are  formed  in  the  jaw 
before  birth.  The  first  teeth  (20)  are  cut  by  thirty 
months;  the  first  permanent  teeth  are  the  six-year 
molars ;  the  second  set  are  cut  from  six  to  twelve  years 
of  age.  The  enamel  of  the  teeth  is  formed  once  for  all 
during  childhood.  The  substance  of  the  teeth  is 
mineral,  chiefly  lime.  It  will  therefore  be  appreciated 
that  the  child  needs  abundance  of  mineral  in  order  that 
he  may  have  sound  tooth  material.  This  he  can  get 
only  from  mineral  in  his  food  (see  page  169),  or,  before 
his  birth,  from  his  mother's  diet.  Good  circulation  in 
the  jaws  is  also  essential  for  normal  development  both 
for  teeth  and  jaws,  therefore  the  importance  of  some 
hard  food  every  day  after  ten  months. 

The  toothbrush  should  be  selected  with  care.  A  good 
toothbrush  is  made  with  separate  tufts,  and  with  holes 
along  the  back,  that  it  may  more  easily  be  kept  clean. 
For  children  under  three  years  it  should  be  soft,  for 
older  children  medium.     The  care  of  the  brush  is  as  im- 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  139 

portant  as  its  use.  An  unclean  toothbrush  may  be  a 
source  of  infection.  It  may  be  kept  antiseptic  by 
being  very  thoroughly  rinsed,  preferably  under  run- 
ning water,  then  in  borax  water,  or  grain  alcohol,  and 
placed  across  hooks  or  a  glass,  bristle  face  down,  to 
dry,  after  each  using.  Once  or  twice  a  week  it 
should  be  thoroughly  disinfected  by  drying  in  the  sun, 
boiling  in  borax  solution,  or  soaking  in  alcohol.  It 
should  receive  thorough  disinfection  after  each  using, 
in  case  of  influenza,  tuberculosis,  diphtheria,  or  other 
infectious  disease. 

Dental  Examination.  After  one  year  of  age  the 
child  should  have  a  dental  examination  and  tartar 
removed  every  six  months.  Any  cavities  should  be 
filled,  and  irregular  teeth  straightened.  A  decaying 
tooth  is  a  breeding  place  of  germs  which  are  carried, 
with  the  poisons  they  produce,  to  the  stomach  and 
thence  through  the  system.  Its  sensitiveness  compels 
the  child  to  do  his  chewing  entirely  on  the  other  side, 
spoiling  the  symmetry  of  the  jaws,  or  to  omit  proper 
chewing.  It  causes  pain  that  lowers  the  tone  of  the 
whole  nervous  system,  produces  irritable  temper,  and 
interferes  with  mental  work. 

At  the  slightest  complaint  of  discomfort  or  the  merest 
suspicion  of  decay,  the  child  should  go  to  the  dentist  for 
attention.  Prevention  saves  both  pain  and  expense. 
The  dentist's  office  should  be  a  place  of  comfort,  not 
of  torture  by  reason  of  neglect  and  decay. 

The  Eyes.  The  eyes  of  mankind  were  called  upon 
chiefly  for  long-distance  seeing,  observation  of  opera- 
tions with  coarse  materials,  and  slow  adjustment,  until 
the  past  few  hundred  years  of  civilization  with  its  print- 
ing, sewing,  and  other  fine  close  work.  The  anatomy  of 
the  eye  has  not  yet  become  adapted  to  these  new  de- 
mands. 

The  child's  eye  is  not  fully  developed.  The  shape 
of  the  eyeball  is  undergoing  change  during  the  first 


140  THE  MOTHERCRAFT  MANUAL 

twenty  years.  Farsightedness  is  normal  until  from 
nine  to  twelve  years  of  age. 

Eyestrain  will  result,  therefore,  if  the  eyes  are  called 
upon  for  fine,  close  work  during  the  first  ten  years. 
There  is  also  a  hereditary  form  of  nearsight  that  can 
be  detected  as  early  as  six  years  by  the  oculist,  and  that 
demands  special  care.  Astigmatism  (a  structural  defect 
causing  blurred  vision)  is  a  prevalent  cause  of  eyestrain. 
Squint  and  cross-eye,  which  are  due  to  structural  de- 
fect, require  treatment  in  early  childhood  or  babyhood 
to  prevent  the  necessity  of  an  operation,  or  possible 
blindness. 

Even  normal  eyes  will  suffer  if  their  use  is  abused. 
The  following  precautions  should  be  observed  with 
little  children  and  taught  to  school  children,  as  prac- 
tices to  be  avoided  for  the  sake  of  strong  eyes : 

Rubbing  the  eyes 

Staring  at  a  strong  light 

Watching  a  flickering  light  (as  in  moving  pictures) 

Sudden  flash  of  strong  light 

Looking  at  pictures,  reading,  writing,  drawing,  or 
doing  handwork,  in  poor  light 

Use  of  artificial  light,  for  children  under  seven  or 
eight  years  of  age,  for  drawing,  painting,  reading,  look- 
ing at  pictures,  or  other  fine  work 

Long  application  to  close  work  at  any  age 

Use  of  eyes  for  reading,  pictures,  or  other  fine  work 
before  breakfast 

The  child  can  be  taught  from  babyhood  to  sit  so  that 
the  light  falls  from  the  left  upon  his  pictures  or  draw- 
ing, and  not  to  sit  either  directly  facing  the  window 
or  with  his  back  squarely  against  it. 

Reading  for  five  minutes  requires  more  than  a  thou- 
sand separate  movements  of  the  eye,  —  as  much  work 
as  is  required  of  it  in  an  hour  of  ordinary  use ;  and  the 
ciliary  muscle,  which  controls  the  eye  accommodation, 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  141 

probably  is  required  in  that  five  minutes  to  do  as  much 
work  as  in  a  day  of  ordinary  seeing. 

This  has  an  important  bearing  upon  the  question 
of  how  early  a  child  should  begin  reading,  writing, 
sewing,  or  fine  handwork;  certainly,  from  the  stand- 
point of  hygiene,  such  work  should  be  deferred  until 
at  least  seven  or  eight  years,  and  then  begun  only  with 
the  assurance  of  the  oculist  that  the  eyes  can  stand  the 
strain. 

School  children  should  be  taught  to  read  with  the  best 
conditions,  viz. : 

Light  from  the  left 

Strong  steady  light 

Light  placed  so  it  does  not  shine  directly  into  the  eyes 
and  face 

Not  using  the  eyes  before  breakfast,  as  adjustment  is 
slower  and  more  difficult  on  first  rising 

Not  reading  on  trains  or  other  vehicles 

Resting  the  eyes  every  fifteen  or  twenty  minutes  by 
looking  up  from  the  book  at  some  distant  object 

Lamplight  is  easiest.  Lights  should  always  have  a 
plain  shade.  Indirect  lighting  is  best.  Gaslight  should 
have  a  Welsbach  to  give  steady  rays.  White  light  is 
hard  on  the  eyes;  amber  light,  produced  by  amber 
shades,  is  easiest. 

In  selecting  books  for  children,  look  for  the  following 
requirements : 

Paper  white  or  cream,  without  gloss 

Lines  short,  preferably  three  inches 

Margins  wide 

Print  large 

Wide  spacing  between  lines 

Certain  contagious  diseases  of  the  eyes  temporarily 
or  permanently  impair  vision.  At  any  sudden  redness 
or  white  discharge,  the  child  should  be  immediately 


142  THE  MOTHERCRAFT  MANUAL 

taken  to  the  physician,  as  blindness  may  follow  in  a 
few  hours  after  infection,  although  it  is  preventable  by 
a  simple  immediate  treatment.  Children  should  be 
warned  never  to  use  public  towels  or  wash  basins,  or 
to  touch  the  eyes  with  soiled  handkerchief  or  dirty 
hands. 

The  eyes  should  be  washed  daily  with  the  boric  acid 
solution  until  three  or  four  years  of  age,  and  after  that 
with  the  plain  or  slightly  salt  water,  using  the  boric 
acid  whenever  irritation  or  redness  appears. 

Motor  Training  and  Poise.  Provide  some  play 
apparatus  that  requires  motor  coordination. 

12  months  to  3  years.  A  stile,  of  one  or  two  low 
steps,  adjusted  to  the  baby's  size,  with  handrail  each 
side,  on  which  he  can  climb  up  and  down.  Tenpins, 
large  size  ringtoss. 

Use  a  small  enamel  cup  for  drinking,  and  let  the 
child,  when  feeding,  use  his  spoon  and  cup  himself  as 
early  as  he  shows  an  inclination,  which  should  be  not 
later  than  a  year  and  a  half.  Do  not  scold  when  he 
spills  things  while  learning.  By  three  years  he  should 
have  control,  and  be  held  to  strict  carefulness  and  neat- 
ness in  eating. 

3  to  6  years.  Jumping  place,  with  elevation  1  to  2 
feet  from  which  to  jump  toward  a  marked  space. 
Teach  the  child  how  to  jump  correctly,  landing  on  the 
soles  of  the  feet  and  bending  the  knees  as  he  lands. 

Car  rail  or  substitute  to  walk  along,  preferably 
raised  1  to  6  inches  from  the  ground.  A  single  painted 
board  4  inches  wide,  or  a  painted  mark  2  inches  wide 
will  answer. 

Ringtoss  more  difficult 

Throwing  at  a  mark  on  the  ground,  floor,  or  wall 
The  fence  for  walking  sidewise  or  for  swinging  from, 
as  used  by  Montessori 

Swinging  rings  and  a  horizontal  bar 
Marching,  skipping,  folk-dancing 


pf 


Bad  Posture.      Good  Posture.      Bad  Posture. 


Bad  Posture.  Good  Posture. 

American  Posture  League  Chair  and  Bookrest. 

Courtesy  of  American  Posturo  League. 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  143 

From  three  years,  let  him  carry  his  tray  at  meal 
time,  with  dishes  and  food. 

Teach  the  child  how  to  gain  poise  when  he  begins  to 
feel  worried,  cross,  nervous,  excited : 

a.  Relaxing  completely,  sitting  down  if  necessary 

b.  Taking  long,  slow,  deep  breaths 

c.  Sitting  quietly  for  a  few  minutes  to  think,  —  with 
eyes  shut,  if  thinking  is  thereby  easier 

d.  Thinking  of  something  funny 

e.  Getting  away  by  himself,  in  a  room,  or  out  with 
nature 

Posture.  Find  out  what  is  good  posture  in  sitting, 
standing,  and  walking,  and  see  that  the  child  main- 
tains these.  During  childhood  and  youth  the  bones 
are  still  soft  and  yielding,  readily  altered  in  shape. 

Stretching,  throwing,  swinging  from  rings  or  hori- 
zontal bars,  climbing,  rowing,  swimming,  are  excellent 
preventive  exercises,  and  useful  for  correction  of  cur- 
vatures or  round  shoulders.  For  the  child's  use  select 
chairs  that  are  properly  constructed  (as  most  chairs  are 
not)  and  a  table  at  which  he  can  work  without  stooping, 
changing  such  furniture  to  meet  his  needs  as  he  grows. 

Spinal  curvature  and  round  shoulders  may  be  caused 
by  rickets,  eyestrain,  partial  deafness,  improperly  con- 
structed chairs  and  tables,  long  sitting,  insufficient 
outdoor  life  and  physical  activity,  unequal  strength  of 
complementary  muscles  of  back  and  chest,  or  of  right 
and  left  sides,  and  by  carrying  always  on  one  side. 

Spinal  curvature  crowds  the  internal  organs,  inter- 
fering with  the  normal  functioning  of  lungs,  heart, 
blood  supply,  stomach,  and  intestines ;  it  causes  pres- 
sure upon  the  spinal  nerves,  and  consequent  disorders 
in  remote  parts  of  the  body  controlled  by  the  affected 
nerves. 

If  curvature  has  developed,  special  gymnastics  and 
training  should  be  faithfully  practiced  in  addition  to 


144  THE  MOTHERCRAFT  MANUAL 

removing  the  cause.  Braces  are  inadvisable,  prevent- 
ing needed  exercise.  The  correction  of  even  the  sHght- 
est  curvature  is  important  while  the  bones  are  still 
plastic.  The  special  exercises  should  be  prescribed  by 
a  physical  director  or  physician. 

Physical  Exercises.  A  child  who  has  ample  out- 
door play  space,  and  clothes  adapted  to  outdoor  play 
is  not  likely  to  need  any  special  exercises.  For  cor- 
recting abnormal  or  weak  conditions,  the  following  are 
effective : 

1.  Hanging  from  bar  or  swinging  rings.     (Figure  3.) 
To  overcome  tendency  toward  spinal  curvature,  and 

to  strengthen  back  and  trunk  muscles. 

2.  Lying  on  table,  hard  bed,  or  floor  (covered  by 
clean  sheet  or  blanket) ;  lift  knees  to  chest,  alternate 
legs  four  counts,  then  together  four  counts.     (Figure  1.) 

3.  Same  exercise  in  standing  position. 

4.  Lying  on  hard,  clean  surface,  lifting  feet  at  right 
angles  to  trunk ;  alternate  legs  four  counts ;  together 
four  counts.     (Figure  2.) 

Exercises  2,  3,  and  4  are  valuable  in  overcoming 
constipation,  promoting  digestion,  strengthening  trunk 
muscles,  increasing  circulation  to  trunk  and  pelvis. 

5.  Lying  on  hard  surface,  arms  folded,  feet  held 
down,  rise  to  sitting  position.    Four  counts.   (Figure  4.) 

6.  Same  position,  but  hands  clasped  back  of  head. 
Four  counts. 

7.  Same  position,  but  arms  extended  above  head. 
Four  counts.    (Figure  5.) 

Exercises  5,  6,  and  7  strengthen  trunk,  chest,  and 
back  muscles  and  have  also  the  values  of  2,  3, 
and  4. 

All  exercise  should  begin  slowly  and  be  done  steadily. 
Especially  with  trunk  exercises  there  should  be  no 
sudden,  jerking  movements.  One  who  is  unaccustomed 
to  these  exercises  should  begin  with  the  easiest,  (2) 
and  (5),  and  gradually  begin  the  more  severe  ones. 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  145 

These  exercises  are  especially  important  for  girls, 
who  are  likely  to  miss  the  climbing  and  tumbling  exer- 
cises that  their  brothers  enjoy.  Girls  especially  need 
the  straight  spine,  the  strong  trunk  muscles,  and  the 
thorough  pelvic  circulation. 

8.  Lying  on  a  hard  surface,  knees  bent,  forcibly 
contract  and  expand  the  abdominal  wall.  By  placing 
the  hand  on  the  abdomen,  the  sinking  and  rising  of  the 
abdominal  wall  is  easily  marked. 

This  is  a  very  mild  exercise  for  increasing  circulation 
in  the  trunk  and  pelvis,  thereby  promoting  digestion, 
overcoming  constipation,  and  strengthening  the  pelvic 
organs. 

Preventing  or  Overcoming  Nervousness.  Nervous- 
ness may  express  itself  as : 

Irritability,  peevishness 

Temper,  tantrums,  lack  of  emotional  control 

Poor  coordinations,  dropping  things,  shuffling  in 
walking,  waddling  gait,  inability  to  hit  a  mark  or  walk 
on  a  straight  line. 

Lack  of  motor  control ;  involuntary  jerkings  of  mus- 
cles, twitchings  (chorea  or  St.  Vitus'  dance) 

Restless  sleep,  disturbed  sleep,  nightmares,  sleep- 
lessness 
■    Masturbation 

Bed-wetting,  weakness  of  kidneys 

Nail-biting 

Fears 

Silliness,  simpering 

Inability  to  learn 

Inability  to  carry  out  a  plan ;  much  dreaming  that 
never  attains  to  expression  in  action 

Marked  nervous  defects,  such  as  imbecility,  idiocy, 
epilepsy,  manias,  cannot  be  more  than  mentioned  here. 
They  may  be  present  from  birth,  or  may  develop  later. 
Their  treatment  belongs  entirely  to  the  field  of  the 
physician,  neurologist,  and  psychopathologist.     Treat- 


146  THE  MOTHERCRAFT  MANUAL 

ment  of  mental  defects  should  begin  at  the  earliest 
possible  age;   some  forms  are  cm-able  if  treated  early. 

Nervousness  may  be  due  to  physical  or  psychological 
conditions.  It  may  appear  at  any  age.  Its  causes 
may  be  immediate  or  may  lie  farther  back  in  childhood, 
infancy,  or  heredity.  As  the  nervous  system  was  the 
latest  to  evolve,  it  is  therefore  the  least  stable,  and  the 
most  likely  to  suffer  under  stress  of  conditions.  If  there 
is  a  heredity  in  either  branch  of  the  family,  either  of 
marked  nervous  defect,  alcoholism,  or  neurasthenia, 
special  precautions  should  from  the  first  be  taken  to 
overcome  this  predisposition  in  the  child. 

Other  causes  of  nervousness  in  children  include : 

Irregularity  of  regime 

Poor  nutrition 

Constipation 

Insufficient  sleep,  fatigue 

Indoor  life 

Decaying  teeth 

Adenoids  or  enlarged  tonsils 

Eyestrain 

Fine  handwork,  or  reading ;  or  other  abuse  of  eyes 

Pressure  of  school  work 

Undue  excitement  such  as  crowds,  parties,  theaters 

Tickling,  teasing,  nagging,  tossing 

Masturbation 

Suppression  of  curiosity  regarding  sex  phenomena 

Suppressing  expression  of  interests,  curiosity,  or 
emotion 

Worry  or  unhappiness 

Threats  of  fearsome  punishment 

Cultivating  of  fear  by  "  scaring  ",  telling  of  grewsome 
or  unhappy  stories,  seeing  exciting  picture  plays 

Lack  of  training  in  self-control 

Preventing  nervousness  is  a  matter  of  preventing: 
these  causes ;  overcoming  is  a  matter  of  removing  the 
cause  and  conducting  a  constructive  program  of  physi- 


PHYSICAL  CARE   OF  YOUNG  CHILDREN  147 

cal  regime  and  psychological  treatment.  The  phys- 
ical regime  will  include  regularity,  free  outdoor  life 
and  play,  open-air  sleeping,  frequent  rest  periods, 
nutritious  diet,  with  special  attention  to  sufficiency  of 
mineral  and  laxative  foods,  and  use  of  relaxing  or  ener- 
gizing exercises. 

Rhythm  through  instrumental  music  that  is  listened 
to,  or  in  dancing,  marching,  gymnastic  exercises,  and 
singing,  is  of  great  value  in  overcoming  nervousness. 
Cheerful,  happy,  comfortable  stories  and  pictures  will 
supply  mental  images  to  replace  the  disturbing  ones, 
especially  before  bedtime. 

Relief  from  intestinal  worms  and  local  irritation,  or 
circumcision,  may  remove  the  cause  of  masturbation. 
The  child's  questions  regarding  sex  phenomena  should 
always  be  answered  wholesomely,  reverently,  suffi- 
ciently to  give  him  a  true  perspective  and  to  satisfy  his 
natural  curiosity. 

The  substitution  of  large  muscle  work,  as  with  large 
blocks,  balls,  carpenter  tools,  will  provide  activity 
without  taxing  nerve  ends  of  fingers.  Examination  by 
the  oculist  (not  optician)  will  locate  eyestrain.  Op- 
portunity for  expression  of  wholesome  emotions  and 
interests  will  remove  tension  and  sense  of  sup- 
pression. 

Interests  or  emotions  that  appear  unwholesome  or 
abnormal  should  be  patiently  and  thoroughly  analyzed 
to  discover  the  germ  of  good  that  is  in  them,  and  to 
utilize  this;  consultation  with  a  physician,  teacher, 
minister,  social  worker,  or  psychologist,  may  be  en- 
lightening. Wholesome  emotions  and  interests  should 
have  encouragement  for  full  expression,  limited  by  the 
strength  of  the  child  and  courtesy  due  to  others. 

Detect  fatigue  symptoms :  (a)  the  tenseness  shown  by 
flushed  face,  rapid,  labored  breathing,  excitement,  er- 
ratic movements ;  or  (b)  relaxation  shown  by  listless- 
ness,  indifference,  irritability,  forgetfulness.     FatigTie 


148  THE  MOTHERCRAFT  MANUAL 

not  only  overstrains  the  nerves ;  it  develops  poisons 
in  the  blood  that  affect  the  whole  system. 

Fears  are  a  difficult  problem.  Make  a  list  of  the 
things  it  is  observed  the  child  fears,  such  as  the  dark, 
cats,  dogs,  flies,  etc.  Gradually,  slowly,  patiently 
lead  him  to  acquaintance  with  these,  and  therefore  to 
his  own  destruction  of  the  fear.  Teach  him  to 
memorize  quotations  that  ring  with  confidence,  faith, 
courage. 

Cultivate  self-control  through  regularity  of  regimen, 
the  example  of  poise,  the  denying  of  any  object  that  is 
screamed  for,  or  cried  for,  the  inculcating  of  an  ideal 
of  self-control  through  story-telling. 

Sex  Hygiene.  This  is  both  a  physiological  and  a 
psychological  problem.  Both  phases  must  always  be 
recognized. 

Physiological  Hygiene.  In  infancy,  keep  the  special 
organs  clean  as  directed  in  Chapter  VI.  Consult  a 
physician  regarding  the  advisability  of  circumcision; 
this  is  needed  in  about  twenty  per  cent,  of  boys,  and 
is  often  advisable  in  others;  it  is  sometimes  required 
in  girls. 

Take  special  care  that  clothing  is  not  rough,  tight,  or 
irritating  about  the  genitals;  therefore  avoid  (a) 
underdrawers  with  more  than  one-quarter  wool; 
some  children  with  sensitive  skin  should  have  even 
these  lined  with  thin  cotton  gauze ;  (b)  drawers  cut  too 
short  or  shallow  in  the  seat  (a  defect  in  some  ready- 
made  styles) ;  (c)  trousers  too  short  or  tight  or  with 
rough  seams;  (d)  suspenders  too  short,  that  pull  the 
trousers  too  tight ;  trousers  during  first  six  years  should 
not  have  opening  in  front. 

With  young  children,  watch  for  any  local  irritation 
or  discharge.  For  the  former,  use  local  applications 
of  boric  solution  as  a  wash,  followed  by  a  starch  pow- 
der or  zinc  ointment.  Discover  the  cause ;  it  may  be 
rough  or  damp  clothing,  intestinal  worms,  acid  urine  due 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  149 

to  excess  of  sugar  or  meat  in  the  diet,  or  to  insufficient 
drinking  water.  Alkaline  diet,  or  a  pinch  of  soda  in 
the  drinking  water  for  a  few  days,  will  help  to  counter- 
act the  acidity.  As  the  child  grows  older,  beyond  six 
years,  encourage  him  to  report  to  you  any  irritation, 
and  teach  him  how  he  should  relieve  it. 

If  a  discharge  appears,  of  mucous,  whitish,  or  greenish 
matter,  report  the  matter  immediately  to  the  physician, 
and  take  every  precaution  against  infection;  use  a 
local  wash  of  boric  acid,  double  strength,  cleanse  the 
hands  with  antiseptic  solution,  sterilize  the  child's 
wash  cloths,  towels,  underdrawers,  and  bedding,  and 
let  him  have  his  separate  wash  basin,  chamber,  and 
bath  until  the  physician  gives  assurance  of  no  conta- 
gious disease. 

Teach  the  child  to  always  wash  the  hands  after  going 
to  the  toilet.  See  that  the  hands  are  outside  the 
bed  covers  at  night ;  they  may  be  folded  under  the  cheek, 
or  the  child  may  have  a  doll  or  toy  animal  to  hold.  Be 
watchful,  but  do  not  let  the  child  ever  surmise  that  you 
mistrust,  suspect,  or  even  watch  him  in  these  matters. 

Avoid  soft  beds  and  especially  feather  beds,  which  are 
enervating  and  are  overheating  to  the  spinal  nerves. 

Teach  children  never  to  use  a  public  drinking  cup  or 
towel ;  and  never  to  sit  on  a  public  toilet,  even  in  public 
school,  without  first  laying  a  paper  over  it  so  they  do 
not  come  directly  in  contact  with  the  seat. 

Avoid  stimulating  foods,  such  as  condiments,  or  an 
excess  of  meat  —  more  than  2  or  3  ounces  a  day. 

Avoid  excitement  by  late  hours,  especially  late 
dancing  parties,  during  adolescence.  Set  a  standard 
of  ten  o'clock  closing  for  school  or  home  dances  for 
these  young  people.  Teach  them  to  find  recreation 
not  dissipation. 

Psychological.  Cultivate  respect  for  the  body  and 
reverence  for  its  creative  work  and  organs,  for  mother- 
hood, fatherhood,  and  birth  of  any  creature. 


150  THE  MOTHERCRAFT  MANUAL 

Cultivate  a  sense  of  modesty  in  both  girls  and  boys 
from  babyhood. 

Inculcate  in  boys  a  spirit  of  chivalry  toward  all  girls 
and  women ;  in  girls,  a  sense  of  reserve,  and  an  appre- 
ciation of  their  responsibility  for  the  social  and  moral 
standards  of  boys. 

Instill  a  personal  ideal  of  worthy  fatherhood  and 
motherhood ;  this  may  begin  incidentally  at  two  or 
three  years  of  age. 

Give  instruction  in  the  biology  of  reproduction  in 
plants,  emphasizing  the  protection,  care,  and  fore- 
thought for  the  young.  The  child  naturally  sees  all 
the  phenomena  of  life  in  an  impersonal  and  wholesome, 
that  is,  a  scientific  way.  Cultivate  this  attitude  in 
him  and  in  yourself. 

Before  children  begin  going  to  school,  see  that  they 
are  informed  sufiiciently  about  the  origin  and  birth  of 
human  life  so  that  they  will  no  longer  be  curious  or  in- 
terested if  unwholesome  talk  is  presented.  Ill-trained 
children  or  unscrupulous  adults  usually  sense  a  well- 
informed  and  wholesome-minded  child  and  are  less  likely 
to  present  any  vulgar  conversation  in  his  presence. 

The  boy  will  early  meet  with  superstitions  and  per- 
verted ideals  among  his  companions,  particularly  after 
twelve  years,  when  the  influence  of  parents  and  teachers 
is  waning  before  that  of  his  companions.  Therefore 
teach  him  before  this  age  that  he  has  a  great  trust,  — 
to  protect  these  organs  sacredly  for  his  children  until 
he  is  grown  and  is  wise  enough  to  be  a  father;  that 
these  organs  are  not  like  muscles  which  must  be  used 
to  develop  and  preserve  their  function,  but  that  they 
are  glands,  secreting  fluids  as  other  internal  organs  do, 
like  the  spleen  or  the  thyroid  gland,  and  that  these 
fluids  are  needed  for  the  well-being  of  the  whole  body ; 
that  the  boys  who  ignorantly  think  otherwise  or  act 
otherwise  are  greatly  injuring  and  weakening  them- 
selves. 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  151 

Prepare  both  boy  and  girl,  by  instruction  at  about 
eleven  years  of  age,  for  the  physical  changes  that  are 
before  them,  so  they  will  not  be  surprised  or  frightened 
when  these  changes  come.  Thus  prepared,  they  will 
not  ignorantly  resort  to  measures  that  may  produce 
lifelong  illness,  or  fall  into  the  net  of  quacks,  evil- 
minded  men  or  women,  or  ignorant  companions. 

Avoid  taking  the  children  to  the  theater  before 
twelve  or  fourteen  years  of  age,  and  make  it  an  event 
worth  while.  Be  sure  beforehand  that  the  play  is 
clean  and  wholesome  and  not  overstimulating.  Never 
allow  children  to  go  to  theaters  or  picture  plays  with- 
out a  responsible  older  person.  Be  your  children's 
companion  in  drama  and  in  fiction  as  long  as  possible, 
—  as  long  as  you  can  see  with  their  eyes  and  their 
interests. 

Keep  children  occupied  with  handwork,  physical 
activity,  and  outdoor  life.  It  is  the  child  with  noth- 
ing to  do,  living  an  overfed,  indoor,  uncontrolled  life, 
who  has  every  condition  for  falling  into  temptation. 

Cultivate  an  appreciation  and  taste  for  good  litera- 
ture, poetry,  sculpture,  painting,  music.  Provide 
abundance  of  good  and  wholesome  books. 

Teach  children  from  babyhood  that  to  follow  merely 
the  instincts  and  the  line  of  least  resistance,  to  act 
merely  from  impulse  and  emotion,  is  unworthy  of  a 
human  being. 

Foster  idealism  and  religion,  which  have  always  been 
the  great  bulwarl^  of  the  soul  and  the  refiners  of  in- 
stincts. 

City  or  Country  Life.  That  the  country  provides 
more  natural  physical  conditions  and  health  oppor- 
tunities is  self-evident.  The  open  air,  the  larger  space 
and  facilities  for  muscular  exercise,  the  freedom  from 
artificial  excitement,  are  all  essential  to  vitality.  The 
marked  differences  between  city  and  country  children 
in  height,  weight,  chest  girth,  strength  of  ^rip,  vitality. 


152  THE  MOTHERCRAFT  MANUAL 

endurance,  are  attested  by  the  statistics  of  special  in- 
vestigators as  well  as  by  general  observation.  The 
chest  girth  of  country  girls  more  nearly  approaches 
the  average  for  boys  of  the  same  age  than  does  that 
of  city  girls.  It  is  true  that  in  sanitation  the  rural 
districts  and  small  towns  have  not  kept  pace  with  the 
large  cities.  Ventilation,  drainage,  water  supply,  dis- 
posal of  sewage,  clean  milk,  the  reporting  and  control 
of  infectious  diseases,  are  too  often  neglected  in  rural 
districts.  The  improvement  of  these  sanitary  condi- 
tions is  part  of  the  responsibility  of  the  home-maker. 

The  School  and  Physical  Health.  The  weight  of 
medical,  biological,  and  psychological  authority  of 
such  experts  as  G.  Stanley  Hall,  John  Dewey,  Arthur 
Holmes,  Lightner  Witmer,  Thomas  D.  Wood,  J.  M. 
Tyler,  is  decidedly  against  prevailing  unhygienic 
practices  of  the  schools,  such  as  home  study  for  child- 
ren under  high  school  age;  nerve-racking  academic 
examinations;  fine  work  in  reading  and  writing  for 
children  under  nine  years  of  age;  indoor  school  life 
for  young  children ;  artificial,  sedentary  life  instead  of 
physical  activity  during  school  age ;  the  over  emphasis 
of  the  mental  and  the  neglect  of  the  motor  activities. 

In  a  recent  volume,  "The  Health  of  the  Child/' 
Lewis  M.  Terman  writes : 

* '  The  close  correlation  of  morbidity  with  years  of  school 
attendance  and  with  the  progress  of  the  school  term ; 
the  deterioration  of  attention  toward  the  end  of  the 
school  year ;  the  damaging  effects  of  strenuous  school 
activities  upon  appetite,  digestion,  metabolism  and  the 
constitution  of  the  blood ;  the  ill-effects  from  depriva- 
tion of  fresh  air  and  healthful  exercise ;  the  impairment 
of  nervous  coordinations  and  the  profound  disturbances 
reflexly  produced  by  worry  —  these  and  other  injurious 
effects  have  been  sufficiently  attested  to  justify  the  most 
vigorous  prosecution  of  reform  in  matters  of  educational 
hygiene. 


PHYSICAL  CARE  OF  YOUNG  CHILDREN  153 

"  We  have  taken  the  child  out  of  its  natural  habitat 
of  open  air,  freedom,  and  sunshine,  and  for  nearly  half 
his  waking  hours  we  are  subjecting  him  to  an  unnatural 
regime,  one  which  disturbs  all  the  vital  functions  of 
secretion,  excretion,  circulation,  respiration,  and  nutri- 
tion.'' 

Defects  Prevalent  Among  American  School  Children 

Total  School  Population,  20,000,000 

Percentage  of  School 
Defect  Children  Affected 

Teeth 50%-90% 

Eyes 15%-30% 

Spinal  curvature 20%-30% 

Round  shoulders 5%-10% 

Tuberculosis  (predisposition) 15%-20% 

Ears 10%-20% 

Enlarged  or  diseased  tonsils 10%-15% 

Adenoids 8%-10% 

Malnutrition 6%-30% 

Nervousness 5% 

These  defects  are  often  acquired  before  school  age, 
or  as  a  result  of  home  conditions  during  school  age. 
Note  that  they  are  chiefly  preventable  by  good  hygiene 
in  the  home,  practiced  by  intelligent  mothers  and 
fathers. 

Forms  of  rheumatism,  heart  disease,  infectious 
diseases  (such  as  whooping  cough,  measles,  mumps, 
scarlet  fever),  respiratory  diseases  (as  pneumonia, 
croup,  tuberculosis),  all  are  prevalent  and  preventable 
diseases  of  childhood,  reaping  every  year  a  great  har- 
vest, and  leaving  a  trail  of  permanent  defects. 

Two  means  of  prevention  are  necessary  and  at  hand : 

(1)  Wholesome  daily  hygiene  (the  elements  of  such 
hygiene  have  been  suggested  in  the  foregoing  pages). 
(2)  Early  detection  of  defects  or  weakness,  and  their 
remedy  in  the  incipient  stage.  This  is  possible  by 
an  examination   every  six   months   during  childhood 


154  THE  MOTHERCRAFT  MANUAL 

and  youth,  by  (a)  a  competent  physician,  trained  for 
preventive  examinations,  (b)  osteopath,  (c)  dentist, 
(d)  oculist.  With  these  two  precautions  on  the  part 
of  the  home,  the  present  enormous  deathroll  of  one 
hundred  and  fifty  thousand  Httle  children  each  year 
from  preventable  causes,  and  the  preventable  defective 
conditions  of  fourteen  million  of  the  twenty  million 
school  children,  could  be  practically  eliminated,  and  as 
reckoned  by  Professor  Irving  Fisher,  the  span  of  life 
for  each  child  could  be  increased  fifteen  years. 


CHAPTER   IX 

THE  FEEDING  OF  CHILDREN » 

"  We  are  what  we  eat." 

"  We  should  eat  to  live  and  not  live  to  eat." 

"  Heavenly  Father,  for  this  food, 
We,  Thy  children,  thank  Thee. 
Sun  and  showers  and  earth  have  wrought  it, 
Labors  of  our  neighbors  brought  it. 
May  it  give  us  strength  to  love 
And  serve  Thee  and  our  neighbor." 

One  of  the  most  important  factors  in  the  well-being 
of  any  individual  is  right  feeding  in  childhood,  espe- 
cially in  early  childhood.  One  of  the  chief  causes  of 
sickness  and  death  among  young  children  is  their 
wrong  feeding.  A  conservative  estimate  would  be  two 
thousand  ill  on  any  one  day  from  this  cause.  Further, 
wrong  feeding  weakens  the  system  so  the  child  is  much 
more  susceptible  to  infectious  diseases. 

Not  only  the  general  health  of  the  individual  but 
also  the  quality  of  the  teeth,  the  efficiency  of  the  diges- 
tive system,  the  desire  for  stimulants,  the  stability  of 
the  nervous  system,  the  quality  of  mental  activity, 
power  of  will,  strength  of  character,  the  happiness  or 
misery  of  everyday  living,  are  profoundly  affected  by 
the  foods  and  regime  of  feeding  during  childhood. 

The  intelligence  of  the  mother  or  the  nurse,  the 
grandmother,  the  father,  and  the  friend  has  far  more 
to  do  with  the  right  feeding  of  children  than  does  the 

^  See  Preface,  page  xiii. 
155 


156  THE  MOTHERCRAFT  MANUAL 

"amount  of  the  family  income.  The  child  in  the  wealthy 
home  is  quite  as  liable  to  be  wrongly  fed  as  the  child 
in  the  poor  home.  It  is  possible  to  buy  enough  of  the 
right  kinds  of  nourishing  foods  for  a  very  small  sum. 

To  feed  a  child  so  as  to  produce  one  hundred  per 
cent,  efficiency  in  his  health  to-day  and  fifty  years  from 
to-day  should  be  the  ambition  of  every  one  who  has 
the  care  of  that  child,  —  not  merely  to  keep  him  from 
death  or  present  illness.  This  is  not  an  easy  matter, 
nor  to  be  learned  in  a  day  or  a  month.  It  requires 
careful  and  earnest  study  of  food  composition,  food 
values,  the  physiology  of  digestion,  dietetics,  cooking; 
and  then  patience,  thoroughness,  and  practicability 
to  put  this  knowledge  into  use  three  to  five  times  a 
day,  seven  days  in  the  week,  every  week  in  the  year. 

The  Fundamental  Principles  of  Feeding 

Cleanliness  and  Purity.  The  following  standards  are 
necessary  to  meet  these  requirements. 

1.  Unadulterated  foods.  Foods  unwholesome  be- 
cause of  adulteration  include : 

a.  Canned  goods  preserved  with  benzoate  of  soda 
or  other  artificial  preservative 

b.  Candies,  jams,  pickles,  containing  coal-tar  dyes 
and  other  adulterants 

c.  Sulphur-bleached  dried  fruits  and  molasses 

d.  Bakery  goods  made  with  preserved  eggs,  milk, 
and  other  adulterants 

2.  Protection  from  dust,  dirt,  and  insects.  Dry 
foods,  such  as  bread,  crackers,  dates,  figs  should  be 
kept  wrapped  in  moisture-proof  paper.  Butter,  bakery 
goods,  and  dried  fruits  not  so  wrapped  should  be  kept 
under  glass.  Fruits  and  vegetables  should  be  kept 
within  doors,  protected  from  dogs  and  cats.  Milk, 
which  is  most  easily  contaminated,  should  be  produced 


THE  FEEDING  OF  CHILDREN  157 

in  a  clean  dairy,  by  clean  workers,  kept  covered  con- 
stantly, protected  from  animals,  in  a  cool  place. 

3.  Preparation  under  sanitary  conditions.  Bakeries 
and  other  food  factories  and  kitchens  should  be  scrupu- 
lously clean,  with  abundance  of  fresh  air  and  sunlight. 
All  persons  handling  food  should  be  free  from  any 
contagious  disease,  with  clean  hands  and  garments. 
This  factor  is  even  more  important  than  freedom  from 
adulteration. 

It  is  easily  possible  to-day  to  ascertain  what  products 
meet  the  pure  food  requirements.  By  careful  pur- 
chasing, and  the  preparation  and  serving  of  food  at 
home  by  healthy  individuals,  with  intelligent  attention 
to  sanitation,  these  essential  requirements  of  hygiene 
can  be  most  completely  assured. 

Regularity.  Meals  should  be  served  promptly  at 
regular  hours,  and  no  food  taken  between  meals.  If 
food  is  taken  irregularly,  rhythm  is  disturbed,  the 
digestive  fluids  are  not  ready  and  cannot  act  effi- 
ciently. If  food  is  taken  while  undigested  food  re- 
mains in  the  stomach,  the  work  of  digestion  must  begin 
over  again,  as  the  fluids  secreted  in  the  early  stage  of 
digestion  are  different  from  those  in  the  last  stages. 
Thus  the  food  previously  taken  is  kept  in  the  stomach 
too  long;  it  ferments,  too  much  acid  is  produced, 
sour  stomach  results,  the  stomach  is  irritated,  the 
glands  are  overworked  and  become  exhausted,  and 
the  consequence  is  poor  digestion.  To  do  its  best 
work,  the  stomach  requires  rest  between  feedings. 

During  sleep,  the  activity  of  the  digestive  tract  is 
very  slow.  Solid  food  taken  less  than  an  hour  or  two 
before  bedtime  is  not  well  digested  and  is  likely  to 
remain  in  the  stomach  and  ferment;  the  pressure 
produces  disturbed  sleep  and  "  bad  dreams " ;  the 
stomach  is  not  ready  for  digesting  breakfast;  the  in- 
dividual wakens  tired,  without  appetite,  and  possibly 
with  headache  or  nausea.     Babies,  having  only  milk, 


168  THE  MOTHERCRAFT  MANUAL 

can  be  fed  at  bedtime.  With  children  two  to  six  years, 
an  hour  should  intervene  between  the  light  supper  and 
sleep ;   with  older  children,  from  two  to  four  hours. 

If  a  child  is  regularly  hungry  between  meals,  the 
cause  may  be  (a)  insufficient  quantity  at  meals;  (b) 
diet  not  well  balanced  —  frequently  insufficient  mineral 
foods ;  (c)  eating  too  rapidly  so  that  food  is  not  well 
chewed  and  therefore  not  assimilated;  (d)  too  long 
intervals  between  meals.  If  occasionally  hungry  be- 
tween meals,  light  food  requiring  little  digestion  should 
be  given,  such  as  fruit  juice,  ripe  fruit,  dates,  figs,  or  a 
glass  of  milk.  Cake,  cookies,  candies,  or  other  hearty 
foods  upset  digestion. 

Simplicity.  This  applies  both  to  the  variety  served 
at  one  meal,  to  the  method  of  preparation,  and  to  the 
serving.  A  maximum  of  five  or  six  food  items  at  one 
meal  is  sufficient,  and  is  more  easily  digested  than  a 
greater  number.  Foods  simply  cooked  require  less 
work  of  the  digestive  organs  than  do  more  complex 
mixtures;  at  the  same  time  they  cultivate  simple 
tastes,  with  their  contentment. 

Cheerfulness.  Good  cheer  is  the  best  of  appetizers. 
Professor  Pawlow  has  discovered  that  the  amount 
and  the  efficiency  of  the  gastric  juice  are  affected  by  the 
anticipation  and  enjoyment  of  food,  and  that  the  gastric 
juice  thus  poured  out  at  the  beginning  of  a  meal,  which 
he  has  called  the  "  appetite  juice",  is  the  most  powerful 
and  active.  Happiness  and  laughter  (but  not  silliness 
or  horseplay)  should  therefore  be  encouraged  at  meals. 

A  child  should  not  be  fed  when  excited,  angry,  cross, 
crying,  unhappy,  or  overtired.  Under  emotional  stress 
no  gastric  or  intestinal  juices  are  formed,  and  food 
cannot  be  digested.  When  a  child  is  very  tired,  the 
system  is  too  exhausted  to  do  the  work  of  diges- 
tion, and  nitrogenous  foods  (such  as  meat  or  eggs) 
taken  then  are  positively  harmful,  as  they  only  decay. 
If  at  mealtime  a  child  is  cross  simply  because  he  is 


THE  FEEDING  OF  CHILDREN  159 

hungry,  feeding  will  help  put  him  in  a  happy  mood, 
conducive  to  digestion.  Otherwise,  it  is  better  to  give 
only  a  small  quantity  of  easily  digested  food,  such  as 
fruit  juice,  thin  gruel,  vegetable  broth,  toast,  milk. 

Sufficiency.  This  applies  to  the  total  quantity  of 
energy  and  fuel  foods,  or  what  is  technically  called 
caloric  sufficiency;  and  to  the  quantity  and  propor- 
tions of  each  of  the  food  elements,  technically  called  a 
balanced  ration.  Careful  studies  of  dietetic  needs  have 
been  made  within  the  last  ten  years,  and  the  approxi- 
mate needs  and  conditions  for  different  ages  are  now 
so  well  defined  that  adequate  feeding  need  no  longer 
be  mere  guess-work. 

Caloric  Sufficiency.  A  calorie  is  the  measure  of  a 
unit  of  heat  as  an  inch  is  a  measure  of  a  unit  of  space. 
One  calorie  ^  of  heat  is  the  amount  that  will  raise  the 
temperature  of  a  pint  of  water  4°  Fahrenheit.  The 
amount  of  a  given  food,  as  of  bread,  that  would  fur- 
nish this  much  of  heat  when  digested  in  the  body  is  a 
one-calorie  portion  of  bread,  —  ^u  ounce,  or  a  half- 
inch  cube.  The  total  caloric  requirement  depends 
upon  the  amount  of  bodily  heat  and  muscular  en- 
ergy needed  by  an  individual.  This  will  depend  upon 
the  individual's  (1)  weight,  (2)  age,  (3)  occupation, 
(4)  health,  (5)  climate.  The  amount  of  outdoor 
life,  clothing,  the  temperament,  height,  and  personal 
idiosyncrasies  will  require  individual  variations  from 
the  average. 

Daily  Energy  Requirements  During  Growth. 

Part  of  this  energy  is  needed  to  carry  on  the  vital 
processes,  such  as  circulation,  secretion,  digestion; 
during  the  waking  hours,  energy  is  needed  for  every 
muscular  action,  such  as  walking,  dressing,  talking, 
exercising. 

^  The  large  calorie  is  herein  always  meant. 


160 


THE  MOTHERCRAFT  MANUAL 


Age  uf  Years 

Calories  per  Pouxd  of 
Normal  Body  Weight 

Caloeies  per  Day 

Under  1  year 

50-45 

280-900 

1-2 

45-40 

900-1200 

2-5  inclusive 

40-35 

1200-1500 

6-9 

35-30 

1400-2000 

10-13      " 

30-25 

1800-2200 

14-17       " 

25-20 

2300-3000 

18-25      " 

16-lS 

2000-3400 

Proportions  of  Food  Elements.  To  furnish  what  is 
termed  a  "balanced  ration",  the  protein,  carbohy- 
drate, and  fat  should  each  constitute,  in  the  total 
calories  for  the  day,  approximately  the  following  pro- 
portions :  protein  10  to  15  per  cent.,  carbohydrate  50 
to  60  per  cent,  fat  25  to  35  per  cent.  To  some  extent 
the  fat  and  carbohydrate  are  interchangeable,  but  a 
great  excess  of  fat  or  carbohydrate  produces  indiges- 
tion, and  great  insufficiency  of  fat  starves  the  nerves. 
Each  gram  (about  2V  ounce)  of  protein  or  carbohydrate 
furnishes  four  calories  of  heat;  each  gram  of  fat  fur- 
nishes nine  calories.  Without  sufficient  protein,  the 
child  will  not  increase  in  growth.  An  excess  of  pro- 
tein is  no  less  injurious,  as  it  cannot  be  stored  in  the 
body,  but  must  be  eliminated.  Especially  injurious  is 
an  excess  of  proteins  containing  purin-bodies,  which 
produce  urea  and  uric  acid,  thereby  causing  forms  of 
kidney  disease,  gout,  and  rheumatisms.  Excess  of 
food,  combined  with  sluggish  elimination,  produces 
putrefaction  and  fermentation  in  the  intestine,  result- 
ing in  auto-intoxication  from  the  poisonous  gases  and 
chemicals,  thereby  inducing  irritability,  nervousness, 
langour,  low  resistance  to  germ  diseases,  colds. 

In  childhood  and  maternity  a  purin-free  diet  and 
one  least  likely  to  produce  auto-intoxication  is  especially 
important. 


THE  FEEDING  OF  CHILDREN  161 

A  sufficient  proportion  of  minerals  is  no  less  essential 
to  life  and  health,  although  these  are  needed  in  minute 
quantities.  Research  in  physiological  chemistry  has 
only  recently  discovered  the  vital  significance  of 
minerals.  The  quantities  needed  in  childhood  are 
not  yet  exactly  known.  Not  only  the  bones  and  teeth 
but  each  cell  and  fluid  requires  mineral  matter.  The 
digestion  and  assimilation  of  food,  the  absorption  of 
oxygen  and  the  elimination  of  carbonic  acid  gas  by  the 
blood,  the  normal  action  of  the  heart,  the  generation  of 
energy,  the  sensitiveness  and  reaction  of  the  nerves, 
are  all  dependent  upon  the  mineral  supply  in  the  system. 
There  are  no  less  than  twelve,  the  principal  ones  being 
calcium,  phosphorus,  iron,  soda,  potash,  sulphur.  Cal- 
cium (lime)  is  especially  needed  for  bones  and  teeth, 
phosphorus  for  growth  and  for  nerve  cells,  iron  for 
red  blood  corpuscles,  soda  for  elimination  of  carbonic 
acid  gas.     The  daily  requirements  for  a  man  are: 

Lime  .7  gram ;  Phosphorus  2.75  grams ;  Iron  .015  gram. 

The  allowance  for  a  child  should  probably  approximate 
this,  and  growing  children  probably  need  more  of  lime 
and  phosphorus. 

Minerals  supplied  to  the  body  in  vegetable  and 
animal  tissues  or  fluids  have  in  some  way  been  vitalized 
and  made  organic,  so  they  are  readily  assimilated  by 
the  system.  Mineral  matter  as  dug  from  the  earth 
and  purchased  at  the  drugstore  is  inorganic  and  is 
not  assimilated  either  so  thoroughly  or  readily. 

Vitamines  are  equally  essential  in  the  food.  These 
are  subtle  organic  substances,  as  yet  little  understood, 
but  necessary  for  perfect  assimilation.  Cooking,  espe- 
cially at  a  high  temperature  or  for  a  long  period,  usually 
diminishes  the  vitamines  in  foods.  This  is  one  special 
objection  to  boiled,  condensed,  and  powdered  milk, 
patent  baby  foods,  canned  vegetables,  canned,  dried 
and  salted  meats.     Children  kept  exclusively  on  such 


162  THE  MOTHERCRAFT  MANUAL 

foods  and  boiled  water  do  not  thrive.  Such  a  diet 
produces  scurvy.  Some  fresh,  uncooked  food,  such  as 
raw  milk,  uncooked  fruit  or  fruit  juices,  uncooked  veg- 
etables, is  needed  every  day. 

Laxative  elements  are  also  essential.  These  are  (a) 
cellulose,  found  in  the  husk  of  whole  wheat,  and  the 
fibers  of  vegetables  and  fruits;  (b)  water,  found  in 
milk,  vegetables,  and  fresh  or  stewed  fruits;  (c)  oil, 
found  in  cream,  olive  oil,  and  fatty  nuts;  (d)  sugars, 
found  in  honey,  molasses,  dried  fruits;  (e)  vegetable 
acids,  found  in  fruits. 

Hard  foods,  requiring  work  of  the  jaws,  are  needed 
every  day,  especially  from  nine  months  to  seven  years 
of  age,  while  the  fh-st  and  second  teeth  are  coming. 
Hard  foods  exercise  and  develop  the  jaws  and  teeth, 
and  promote  a  good  circulation  through  the  jaws, 
mouth,  and  nose.  They  may  be  supplied  by  a  chicken 
or  chop  bone  wiped  free  of  the  cooked  meat,  or  after 
nine  months  by  hard  crust,  hard  toast,  zwieback,  or 
educator  crackers,  given  at  one  or  two  meals  every 
day.  Soft,  mushy  foods  as  a  steady  diet  are  injurious, 
not  only  because  they  fail  to  supply  the  needed  exer- 
cise and  circulation,  but  also  because  they  cling  to  the 
teeth,  and  by  fermenting  produce  their  early  decay. 

Foods  containing  growth-producing  principles  are 
needed  daily.  Little  is  yet  known  of  this  factor. 
Some  foods  that,  according  to  their  chemical  composi- 
tion, would  be  considered  valuable  for  growth,  have 
been  found  on  experimentation  to  be  lacking  in  growth- 
producing  properties;  among  these  are  corn,  bacon, 
gelatine.  Other  foods  have  marked  growth-producing 
results,  and  among  these  are  milk,  butter,  eggs,  whole 
wheat. 

Foods  Permissible  for  Children  at  Different  Ages. 
Add  each  new  food  gradually,  beginning  with  a  mere 
taste  and  observing  whether  it  agrees.  Eggs,  especially 
white,  should  be  added  cautiously,  and  discontinued  if 


THE  FEEDING  OF  CHILDREN 


163 


they  cause  swelling,  indigestion,  or  diarrhea.  Raw 
fruits  must  be  selected  with  great  care,  neither  over- 
ripe nor  underripe,  nor  swallowed  in  lumps;  they  are 
prohibited  in  diarrhea. 

10  months: 

MUk 

Oatmeal  or  whole  wheat  jelly 
Rice  or  barley  jelly 
Zwieback,  hard  toast 

12  to  15  months,  add : 

Baked  potato 
Junket 

Egg  yolk  hard-boiled,  grated 
Coddled  egg  (|) 
^  egg  (raw)  beaten  in  milk 
Vegetable  broth  with  puree  of 
potato,  carrot,  or  spinach 

15  to  18  months,  add : 

Rice      boiled      or      steamed 

(cooked  3  to  6  hours) 
Oatmeal  gruel   (cooked  6  to 

12  hours) 

18  to  24  months,  add : 

Puree  (strained)  of  fresh  peas, 

dried  peas,  celery,  onions, 

corn 
Hominy  (ground)  cooked  12 

hours 

2  to  3  years,  add: 

Young  tender  peas  or  lima 

beans,  mashed 
Asparagus      tips,^     stringless 

beans,  chopped  fine 
Tender  carrots,  beets,  celery, 

minced  fine 
Mashed  potatoes 
Whole  wheat  breakfast  cereal, 

corn  meal,  corn  bread,  bran 

muffins,  macaroni 


Strained  spinach 
Prune  juice,  prune  pulp 
Orange  juice,  strained,  diluted 
Gelatine 


Stale  whole  wheat  bread 

Wheatsworth  crackers 

Olive  oil 

Cottonseed  oil 

White  grape  juice 

Chicken   bone   or   chop    bone, 

cooked,   meat    scraped    and 

wiped  off 

Butter 

Baked  apple  (pulp) 

Date  pulp 

Custards 


Tapioca  thoroughly  cooked 

Scraped  raw  apple 

Ripe  raw  peach 

Strained  honey 

Stewed  dried  peaches,  mashed 


Poached  egg 
Stewed  pear,  mashed 
Stewed  chopped  figs 
Apple  sauce 
Oatmeal  crackers 
Purple  grape  juice 


164 


THE  MOTHERCRAFT  MANUAL 


8  to  4  years,  add : 

Vegetables,  diced 
Sweet  potatoes,  mashed 
Raw,  grated  carrots 
Cornflakes 
Shredded  wheat 

4  to  6  years,  add : 

Puree  of  dried  beans,  lentils 
Heart  of  tender  celery  (raw  or 

stewed) 
Minced,  tender  lettuce 
Stewed  tomatoes 
Stewed  apricots,  strawberries 
Whole  cooked  prunes 
Whole  dates,  figs  (sterilized) 

6  to  8  years,  add : 

Eggs  scrambled  or  omelet 
American  cheese  (cooked) 
Cottage  cheese 
Oysters  (cooked) 
Lentils,  dried  Lima  beans 
Raw  tomatoes,  cress 
Peanut  butter 


Seedless  grape  pulp 
Grape  fruit 

Ground   almonds,    pecans, 
berts 


fil- 


Ripe     banana,     scraped     and 

mashed,  or  cooked 
(occasionally) 
Peppermints 
Ice  cream 
Gingerbread 
Sponge  cake,  molasses  or  sugar 

cookie 


Seedless  raisins,  chopped 
Simple    preserves,   marmalade, 

jam 
Raw  pears,  strawberries,  rasp- 
berries 
Cantaloupe,  watermelon 
Simple  layer  or  loaf  cake 


Foods  Injurious  to  Children.  Never  to  be  given 
under  twelve  years  of  age;   not  advised  for  any  age. 

Stimulants :  Coffee,  tea,  beer,  wine.  These  fur- 
nish no  food  value  but  stimulate  the  heart  and  leave 
serious  poisons  that  injure  kidneys,  liver,  stomach, 
and  nerves. 

Condiments:  Pepper,  mustard,  catsup,  vinegar, 
pickles,  horseradish.  These  are  irritating  to  the  deli- 
cate lining  of  the  stomach ;  they  overstimulate  the 
appetite ;  they  have  no  food  value.  Excess  of  acids 
extracts  needed  mineral  from  the  body. 

Meats :  Pork  roast  or  chops,  ham,  sausages,  canned 
or  dried  meats  and  fish,  corned  beef,  sweetbreads,  kid- 
neys, game.    All  are  difficult  of  digestion. 


Some  Foods  Especially  Dangerous  for  Children  Under  Six. 

Peanuts,  ice-cream  cones,  soda  water,  baked  beans,  raw  cucumbers, 

popcorn. 


Poisons  for  Little  Children. 
Not  for  vitality,  beauty,  clear  thinking  at  any  age. 


THE  FEEDING  OF  CHILDREN  165 

Pastry:  Pie,  tarts,  dumplings,  cream  puffs.  The 
combination  of  fat  and  starch  makes  these  difficult 
of  digestion. 

Rich  Foods :  Rich  cake,  puddings,  sauces,  preserves, 
and  conserves.  Excess  of  sugar  or  fat  overtaxes  the 
digestion  and  also  spoils  the  appetite  for  simple,  whole- 
some foods. 

Fried  Foods:  Fried  meat,  potatoes,  eggs;  fritters, 
doughnuts,  waffles,  pancakes,  French  toast.  Fat  so 
combined  with  starch  or  protein  delays,  even  prevents, 
digestion.  Starch  requires  longer  cooking  than  is 
possible  in  frying. 

Fresh  Baked  (less  than  twenty-four  hours  old) : 
Bread,  rolls,  muffins,  cake.  Rolls  or  muffins  may  be 
served  warm  by  re-heating  in  oven.  Fresh  bread  or 
cake  forms  a  sticky  mass,  very  difficult  for  the  digestive 
juices  to  dissolve  or  penetrate. 

Not  permissible  for  children  under  six  years : 
All  difficult  of  digestion. 

Popcorn  Baked  beans  Cabbage 

Soda  water  Rusks  Whole  nuts 

Ice  cream  cones  Grocery  cookies  Cherries 

Peanuts  Cucumbers  Berries 

(Some  physicians  also  exclude  all  cake,  candy,  ice 
cream,  jam.) 

Illnesses  Produced  by  Wrong  Feeding.  Illness  may 
be  due  to  one  of  several  causes.  Wrong  feeding  is 
one  fundamental  cause  of  ill  health  and  a  direct  cause 
of  many  forms  of  illness.  An  excess  or  deficiency  of 
any  one  of  the  food  elements,  wrong  combinations 
of  foods,  wrong  habits  of  feeding,  lack  of  cleanli- 
ness or  purity,  improper  cooking,  may  all  produce 
illness. 

The  general  ill  health  and  low  vitality  from  wrong 
feeding  may  be  due  to : 


166  THE  MOTHERCRAFT  MANUAL 

(a)  Auto-intoxication,  from  putrefaction  of  food  in 

the  intestine  because  of  constipation,  or  from 
excess  of  purins ; 

(b)  Excess  of  acid  in  the  blood,  due  to  excess  of  acid- 

forming  foods  or  deficiency  of  alkali-forming 
foods ; 

(c)  Malnutrition  or  anemia,  due  to  insufficient  food, 

or  to  lack  of  some  food  element;  frequently 
due  to  lack  of  fats  or  minerals. 

While  the  exact  relation  between  wrong  feeding  and 
some  of  the  specific  forms  of  illness  is  still  a  moot 
question,  some  of  the  probabilities  now  tentatively  held 
by  many  physicians  may  be  indicated  in  a  general  way, 
as  in  the  following  table: 

''  Colds  " : 

Overfeeding,  especially  of  protein  or  sugar 
Colic : 

Irregular  feeding 

Overfeeding 

Food  taken  too  rapidly 
Constipation : 

Lack  of  fruits  and  green  vegetables 

Lack  of  cellulose 

Lack  of  water 

Irregular  feeding 
Convulsions : 

Solid  food  at  too  early  age 

Food  difficult  to  digest 

Constipation 
Gastric  indigestion  (nausea) : 

Indigestible  combinations,  e.g.  fried  foods,  milk 
with  acids 

Excess  of  sugar  or  starch 

Excess  of  fat 

Irregular  feeding 
Headaches : 

Constipation 

Indigestible  combinations 

Excess  of  sugar  or  purins 


THE  FEEDING  OF  CHILDREN  167 

Intestinal  Indigestion : 

Excess  of  protein 

Excess  of  cellulose 

Excess  of  carbohydrates 
Kidney  Disorders : 

Excess  of  purins 

Excess  of  acid-forming  foods 

Excess  of  salt 

Excess  of  sugar 
Nervousness : 

Irregular  feeding 

Auto-intoxication 

Constipation 

Excess  of  acid-forming  foods 

Excess  of  sugar  or  meat 

Insufficient  fats 

Insufficient  minerals 
Rheumatism : 

Excess  of  purins 

Deficiency  of  minerals 
Rickets : 

Lack  of  vitamines 

Lack  of  minerals 

Lack  of  fats 
Scurvy: 

Lack  of  vitamines 

Lack  of  minerals 
Summer  Diarrhea : 

Unclean  food,  especially  milk 

Underripe  or  overripe  fruit 

Digestion.  In  the  process  of  digestion,  foods  are  not 
broken  down  into  simple  chemical  elements,  as  nitro- 
gen, hydrogen,  oxygen,  but  into  simpler  yet  still  very 
complex  compounds,  as  organic  minerals  (lime,  phos- 
phorus, soda),  simpler  sugars,  fatty  acids,  emulsions, 
soaps ;  and  the  proteins  into  their  many  forms  of  amino- 
acids  and  (if  these  are  inherent)  purins  and  uric  acid. 
Soluble  minerals,  simple  sugars,  and  many  drugs  are 
quickly  absorbed  from  the  stomach  directly  into  the 


168  THE  MOTHERCRAFT  MANUAL 

circulation.  Water  passes  into  the  small  intestine  in 
five  to  twenty  minutes.  The  solid  portions  of  mother's 
milk  complete  their  stomach  digestion  in  about  two 
hours,  cow's  milk  and  other  easily  digested  foods  in 
two  and  a  half  to  three  hours,  under  favorable  condi- 
tions. Digestion  is  continued  in  the  small  intestine, 
where  about  four  hours  are  required  for  further  diges- 
tion ;  the  soluble  portion  is  absorbed  into  the  circulation, 
and  the  indigestible  remainder,  with  waste  cell  material 
and  bile,  passes  into  the  large  intestine.  There  the 
journey  is  very  irregular  and  slow,  requiring  from  ten 
to  twenty  hours.  The  longer  the  delay,  the  greater  the 
fermentation  and  putrefaction,  and  the  accumulation  of 
putrefactive  bacteria  and  poisonous  gases ;  the  poisons, 
which  are  constantly  being  absorbed  into  the  system, 
produce  auto-intoxication.  About  half  the  solid  waste 
is  bacteria  and  waste  cell  tissue. 

Food  Composition.  Every  one  who  is  responsible 
for  the  feeding  of  children  should  be  thoroughly  ac- 
quainted with  the  different  food  substances  and  the 
composition  and  value  of  common  foods.  For  practi- 
cal purposes  of  dietetics,  foods  are  analyzed  into  their 
content  of  protein,  carbohydrate,  fat,  mineral,  cellu- 
lose, water.  Some  foods  contain  only  one  or  two  of 
these  elements ;  other  foods  contain  them  all. 

1.  Protein  foods  are  those  that  contain  nitrogen; 
their  special  use  is  to  build  new  body  cells  (for  growth) 
and  to  replace  waste  of  tissue ;  they  also  furnish  energy. 
Proteins  differ  in  value  according  to  the  number  and 
the  kinds  of  amino-acids  in  their  composition. 

Foods  containing  high  percentage  of  protein  : 

Eggs  Cereals  Peas  Fish 

Milk  Almonds  Beans  Lean  meat 

Cheese  Peanuts  Lentils 

2.  Carbohydrates  (sugars  and  starches)  furnish  bod- 
ily heat  and  muscular  energy. 


THE  FEEDING  OF  CHILDREN  169 

Foods  containing  high  percentage  of  starch : 

Potatoes  Cereals  Macaroni 

Rice  Tapioca  Farina 

Foods  containing  high  percentage  of  sugar : 

Sweet  fruits  Carrots  Molasses 

Dried  fruits  Honey  Barley  sugar 

Beets  Maple  syrup  Cane  sugar 

Starch  digestion  begins  in  the  mouth  by  the  action 
of  the  saliva  and  is  completed  in  the  intestines. 
Starches  are  changed  to  a  form  of  sugar.  Excess  of 
carbohydrates  is  stored  in  the  liver  or  as  fat  through 
the  body. 

3.  Fats  furnish  energy  and  heat. 
Foods  containing  high  percentage  of  fat : 

Cream  Cottonseed  oil 

Butter  Nuts  (except  chestnuts) 

Egg  yolk  Meat  fats 
Olive  oil 

4.  Minerals  are  found  in  grains,  in  fruit,  green  vege- 
tables, milk,  eggs,  meat. 

Calcium  and  phosphorus  are  furnished  in  high 
percentage  by : 

Grape  juice  Maple  sap 

Orange  juice  Milk 

Rhubarb 

Calcium,  phosphorus,  and  iron  are  all  supplied  in 
high  percentage  in : 

Whole  wheat 
Whole  cereals 
Egg  yolk 

Lean  meat  (except 
calcium) 


Spinach 

Apples 

Celery 

Prunes 

Peas 

Peaches 

Lima  beans 

Pears 

String  beans 

Dates,  raisins 

170  THE   MOTHERCRAFT  MANUAL 

While  milk  contains  only  a  low  percentage  of  iron, 
it  furnishes  a  high  proportion  of  the  day's  supply  in 
children's  diet,  because  of  the  total  quantity  used. 

Valuable  mineral  material  in  many  fruits  and  veg- 
etables is  just  beneath  the  skin.  It  is  dissolved  into 
the  water  if  these  foods  are  boiled.  The  mineral 
matter  is  conserved  by  baking,  or  stewing,  or  steaming, 
by  cooking  without  paring,  or  by  using  the  water  in 
which  they  are  boiled. 

The  mineral  matter  is  in  the  germ  and  the  husks  of 
grains.  Refined  foods,  such  as  white  flour  and  sugar, 
polished  or  puffed  rice,  processed  barley  and  corn  meal, 
cream  of  wheat,  cornstarch,  sago,  from  which  the  husk 
has  been  removed,  have  been  robbed  of  their  mineral 
matter.  The  whole  ground  grains  and  brown  sugar 
retain  the  minerals. 

5.  Water,  a  necessary  part  of  all  tissues,  constitutes 
about  sixty  per  cent,  of  the  body  weight.  It  promotes 
circulation  of  the  blood  and  other  internal  fluids,  dis- 
solves poisons,  aids  elimination  of  waste  through  urine, 
feces,  and  perspiration.  Water  is  best  taken  half  an 
hour  before  meals,  and  at  the  close.  If  taken  with  the 
meal,  it  should  be  only  after  food  in  the  mouth  has  been 
swallowed,  that  it  may  not  interfere  with  the  action  of 
the  saliva  upon  the  food.  Ice  in  water  makes  it  too  cold 
for  the  stomach,  and  unless  artificial,  is  apt  to  contain 
dangerous  impurities.  Water  should  be  sipped,  warmed 
in  the  mouth  before  being  swallowed,  and  not  more  than 
one  glass  taken  at  a  time.     Water  is  supplied  in : 

Milk  Broths  Fruits 

Cocoa  Fruit  juices  Green  vegetables 

Water  constitutes  about  65  per  cent,  of  meats,  80  per 
cent,  of  fish,  90  per  cent,  of  fresh  fruits  and  vegetables. 

6.  Cellulose.  The  indigestible  cellulose  and  fibers 
in  food  furnish  a  bulk  of  waste  which  stimulates  the 
intestines  to  muscular  action.     Supplied  in : 


THE  FEEDING  OF  CHILDREN 


171 


Whole  wheat 
"Whole  cereals 
Prunes,  dates 
Figs,  raisins 


Fibrous  vegetables  as  celery, 
spinach,  onions,  carrots, 
beets,  peas,  beans 

Skins  of  apples,  pears 


Cellulose  is  lacking  in  concentrated  foods,  as  cheese, 
nuts,  sugar,  butter;  refined  foods,  as  white  flour, 
cream  of  wheat,  cornstarch;   in  liquid  foods. 


Laxative  Foods : 

Figs 

Rhubarb 

Pecan  nuts 

Dates 

Grapes 

Gingerbread 

Prunes 

Whole  wheat  cereals 

Molasses 

Orange 

Whole  wheat  bread 

Honey- 

Apple 

Whole  wheat  crackers 

Onions 

Raisins 

Corn  meal 

Spinach 

Peach 

Bran  muffins 

Olive  oil 

Plum 

Peanut  butter 

Cottonseed  oil 

Purin  Bodies  in  Common  Foods.     Purin  bodies  are 
found   in   some   protein   foods.     Purins  are  uric-acid 


Foods  Containing  High 
Peb  Cent.  Purins  ^ 


Sweetbreads 

Liver     .  . 

Kidney .-  . 

Beef .     .  . 

Pork      .  . 
Chicken 

Veal .     .  . 

Salmon .  . 
Halibut 
Mutton 


Grains 

Per 
Pound 


70 
19 

14-7 
8 
9 

8 
8 

7 
7 


Foods  Containing 
2  Grains  or  Less  ^ 


Peas 

Potatoes 

Onions 

Carrots 

Turnips 

Parsnips 

Asparagus 

Rhubarb 

Spinach 

Dates 

Figs 

Codfish  (4) 

Flounder 


Purin-free 
Foods 1 


Milk 

Cheese 

Butter 

Flour 

Rice 

Macaroni 

Tapioca 

Sugar 

Cauliflower 

Cabbage 

Lettuce 

Strawberries 


1  S.  I.  HaU:  ".  '^u•in  Bodie-'^," 


172  THE  MOTHERCRAFT  IMANUAL 

forming.  The  poisons  of  purins  are  believed  to  be 
productive  of  gout,  rheumatism,  migraine  and  periodic 
headaches,  bilious  attacks,  catarrhs,  neurasthenia,  and 
general  ill-health  of  an  indefinite  nature. 

Acid-forming  and  Alkali-forming  Foods.  The  blood 
contains  some  acids  and  some  alkalies.  For  physical 
efficiency,  the  balance  should  be  slightly  alkaline.  In 
the  process  of  digestion  minerals  are  oxidized  into 
their  chemical  constituents  of  acids  or  alkalies.  An 
excess  of  acid  interferes  with  the  normal  alkalinity  of 
the  blood  and  secretions,  prevents  the  normal  absorp- 
tion of  oxygen  and  elimination  of  carbonic  acid  gas 
by  the  blood,  hinders  the  work  of  the  white  blood  cor- 
puscles, irritates  the  nerves,  lowering,  therefore,  the 
resistance  and  vitality,  and  irritates  the  kidneys.  In 
the  dietary,  care  should  be  taken  to  include  alkali  as 
well  as  acid-forming  foods. 

Acid-forming :  ^  Alkali-forming :  ^ 


Meat 

Milk 

Eggs 

Fruits 

Grains 

Vegetables, 

especially : 

Rice 

Spinach 

Lettuce 

Tapioca 

Celery 

Cress 

Sugar 

Potatoes 

Radishes 

The  Question  of  Meat.  Some  authorities  on  dietetics 
now  advise  against  giving  meat  in  early  childhood. 
Wiley  and  Mendel  advise  waiting  until  about  four 
years,  Sherman  and  Lorand  until  about  eight. 

The  following  objections  are  made  to  meat  in  chil- 
dren's diet: 

(1)  It  has  a  high  percentage  of  purin  bodies,  which 
the  child's  organism  is  less  fitted  to  dispose  of. 

(2)  It  is  acid-forming  to  a  high  degree. 

(3)  "  Meat  proteins  are  much  more  susceptible  to 

1  H.  C.  Sherman:  "  Food  Products." 


THE  FEEDING  OF  CHILDREN 


173 


putrefaction  in  the  intestine,  giving  rise  to  absorption 
of  putrefactive  products  which  are  more  or  less  injurious 
(producing  '  auto-intoxication ')  than  are  the  proteins 
of  most  other  foods."  ^ 

(4)  It  is  stimulating  to  the  flow  of  gastric  juice,  es- 
pecially the  extractives,  which  are  found  particularly 
in  meat  juices,  meat  broths,  beef  tea.  As  an  acid- 
forming  food  it  is  stimulating,  and  easily  irritating,  to 
the  nerves,  and  therefore  is  disadvantageous  with 
nervous  children,  or  when  the  nervous  system  is  yet 
highly  sensitive,  as  it  is  in  early  childhood. 

(5)  Carnivorous  animals,  such  as  the  cat  and  the 
dog,  do  not  permit  their  young  to  have  meat  until  the 
teeth  are  developed.  Meat  given  experimentally  to 
young  kittens  produced  convulsions. 

(6)  It  is  an  expensive  form  of  protein.  Beef  juice 
contains  chiefly  the  stimulating  extractives,  and  a 
slight  quantity  of  iron. 

(7)  Protein  in  milk,  selected  vegetables,  and  (usually) 
eggs,  is  more  easily  digested ;  and  iron  can  be  supplied 
by  selected  vegetables  and  fruits. 

The  following  table  gives  approximately  the  compara- 
tive value  of  alOO-calorie  portion  of  beef  juice  (requiring 
3|  pounds  of  lean  beef)  and  an  equal  bulk  of  milk. 


Beef  juice 
MUk     . 


p 


14.1  oz. 
14.1  oz. 


100 
276 


19.6 
13.1 


2.4 
15.9 


°   3 


20 


.015 
.649 


.46 
.832 


o 


.003 
.0009 


The  meat  at  twenty-two  cents  a  pound  costs  seventy- 
seven  cents ;  the  milk  at  ten  cents  a  quart  costs  five 


*  H.  C.  Sherman :  "  Food  Products." 


2  Grams. 


174  THE  MOTHERCRAFT  MANUAL 

cents.  One  pound  of  meat  will  give  little  more  than 
one  fourth  of  this  food  value ;  one  ordinary  serving  (2 
ounces)  only  3  per  cent,  of  the  above  values. 

Physicians,  on  the  other  hand,  more  often  advise 
meat,  especially  for  the  iron  and  the  stimulation  to 
digestion. 

The  Question  of  Sugar.  Sugar  is  a  concentrated 
form  of  fuel  food.  Children  need  much  of  fuel  foods, 
but  this  can  be  given  in  the  form  of  fats  and  starches  as 
well  as  sugar.  Sweet  easily  spoils  the  appetite  for 
plain,  more  wholesome  foods,  and  gives  a  sense  of 
sufficiency  before  the  needs  of  the  body  have  been 
satisfied.  Children  whose  taste  has  been  spoiled  by 
sweetened  food  are  more  likely  to  show  a  distaste  for 
wholesome  vegetables.  Sugar  taken  between  meals  or 
in  excess  at  meals  is  irritating  to  the  sensitive  lining 
of  the  stomach.  Sugar  excess  causes  fermentation  in 
the  stomach  and  intestines,  overtaxes  the  liver,  reduces 
the  normal  alkalinity  of  the  blood,  produces  nausea, 
headache,  biliousness,  irritability,  nervousness.  It  in- 
jures the  teeth  by  causing  mouth  acidity,  which  pro- 
duces tooth  decay,  and  by  causing  distaste  for  simple 
lime-containing  foods.  The  peevishness  and  irritabil- 
ity of  children  after  an  overdose  of  candy  is  very  likely 
due  to  the  indigestion  and  the  hyperacidity  of  the 
blood,  which  irritates  the  nerves. 

Cane  sugar  and  candy  lack  the  mineral  matter  found 
with  sugar  in  the  natural  sjo-ups,  fruits,  and  vegetables. 
The  necessary  amount  (and  it  is  small)  of  sugar  should 
therefore  be  given  to  young  children  in  the  form  of 
fruits,  at  the  close  of  the  midday  meal.  It  is  advanta- 
geous to  the  child's  efficiency  and  contentment  not  to 
have  candy  or  ice  cream  under  four  years  of  age,  and 
he  will  thrive  without  them  until  ten  years.  When 
allowed,  they  should  be  given  only  in  slight  amount 
as  a  dessert  at  the  close  of  dinner,  and  not  between 
meals. 


Wholesome  Sweets  at  Suitable  Ages. 

Homemade  peppermints,  sweet  chocolate,  barley  sugar,  sponge  cookies, 

molasses  cake,  honey,  maple  syrup,  prunes,  figs,  dates,  plums, 

apples,  peaches. 


Laxative  Foods. 
To  be  selected,  appropriate  to  age. 


THE  FEEDING  OF  CHILDREN  175 


Wholesome  Sweets^ 

Honey  Simple,  pure  candy 

Maple  syrup  Molasses  candy 

Sweet  fruits :  Peppermint  wafers 

Oranges,  Apples  Milk  chocolate 

Peaches,  Plums  Barley  sugar 

Seedless  grapes  Simple  homemade  cake 

Dates,  Figs  Sponge  cake 

Seedless  raisins  Gingerbread 

Prunes  Molasses  or  sugar  cookies 

Rational  Dietary.  A  rational  dietary  for  children 
should  meet  the  f  ollomng  requirements : 

1.  Total  calories  per  day,  computed  for  the  age, 
weight  (normal) ;  modified  by  the  activity,  season, 
health,  of  the  individual  child 

2.  Balance  of  protein,  fat,  carbohydrate:  Protein 
10-15  per  cent ;  fat  25-35  per  cent ;  carbohydrate  50- 
60  per  cent. 

3.  Purin-free  or  low  in  purins 

4.  Minerals  suppHed,  especially  lime,  phosphorus, 
iron,  soda,  potash 

5.  Vitamines  supplied  by  some  uncooked  or  fresh, 
slightly  cooked  foods 

6.  Laxatives  furnished  by  cellulose,  water,  oils, 
sugars,  vegetable  acids 

7.  Hard  foods,  requiring  gnawing  and  chewing 

8.  No  irritants  or  artificial  stimulants,  e.g.  pepper, 
mustard,  vinegar,  condiments,  alcohol,  beer,  tea,  coffee 

9.  Combination  of  food  carefully  arranged : 

a.  Some  alkali-forming 

b.  Milk  not  served  with  acids,  as  tomatoes,  oranges,  apples, 
apricots,  peaches,  lemon  juice 

c.  Agreeable  proportion  of  liquids  and  solids 

d.  Flavors  combined  that  taste  well  together 

e.  Variety  slight  at  one  meal  (3  to  6  items) ;  wider  range  from 
day  to  day 

1  Adapted  to  age.     See  pages  163-5. 


176 


THE  MOTHERCRAFT  MANUAL 


10.    Cooking: 

a.  Albumen  (milk,  white  of  egg)  slightly  coagulated 

b.  Cereals  and  starches  thoroughly  cooked 

c.  Fats  not  overheated  (below  smoking  or  scorching  point) 

d.  Fats  not  mixed  while  hot  with  starches  or  sugars  (gravies, 
sauces,  fried  foods,  pastry),  or  with  protein  (fried  eggs) 

e.  Vegetable  cellulose  removed,  or  divided,  according  to  the 
development  of  the  digestive  system  of  the  child 

Table  for  Hours  of  Feeding 


No 

Age 

Feed- 
ings 

Intervals 

HOUBS 

Addenda 

12  to  24 

months 

4-5 

4  hours 

6,  10  a.m.,  2  p.m. 

Fruit  juice 

8  A.M. 

2  to  3  or  4 

Dinner  2  p.m. 

years 

4 

4  hours 

6:30,  10  A.M., 

Do. 

3  or  4  to  9 

2,  5  P.M. 

years 

3 

4|-5  hours 

7 :  30  A.M., 
12,  5  P.M. 

Fruit  juice 

6 :  30  A.M. 
Dinner  12  M. 
Milk  or  fruit 

After  9 

3 :  30  P.M. 

years 

3 

4^-5^  hours 

7 :  30  A.M., 
12,  6  P.M. 

Do. 

Differences  of  social,  economic,  and  climatic  condi- 
tions will  naturally  lead  to  differences  of  usual  rising 
hour  and  general  day's  regime.  The  above  schedule 
is  consistent  with  the  environment  represented  in  the 
daily  schedule  on  pages  124,  125. 

A  special  schedule  should  be  made  out  for  the  in- 
dividual child,  according  to  his  environment  and  special 
needs.  Certain  fundamental  principles  must  be  fol- 
lowed, in  varying  this  schedule.  (1)  Regular  times  for 
meals ;  (2)  intervals  between  meals ;  (3)  heaviest  meal 
at  midday;  (4)  interval  before  bedtime;  (5)  interval 
before  bath. 


THE  FEEDING  OF  CHILDREN  177 

To  make  out  a  dietary  for  a  given  individual. 

1.  To  compute  the  total  calories  required  for  one  day, 
(a)  take  the  normal  weight  for  the  age,  sex,  height  (see 
appendix),  and  (b)  multiply  this  by  the  calories  required 
per  pound  of  body  weight.     (Table,  page  160.) 

Use  the  minimum  calories  for  youngest,  maximum  for 
oldest  in  each  age  group.  A  child  of  active  tempera- 
ment requires  more  calories  than  a  phlegmatic  child  of 
same  age  and  weight.  Factors  indicating  a  liberal  al- 
lowance of  calories  are  outdoor  life,  cold  weather,  vig- 
orous exercise,  or  a  child  under  normal  weight.  A 
smaller  allowance  is  indicated  by  indoor  life,  little  ac- 
tivity, hot  weather,  or  a  child  over  normal  weight. 

2.  Compute  the  number  of  these  total  calories  for 
protein  (15  per  cent,  of  total  calories),  fat  (25-35  per 
cent.),  carbohydrates  (50-60  per  cent.). 

3.  Make  out  a  tentative  day's  dietary,  in  100- 
calorie  portions,  and  add  or  deduct  portions  until 
the  total  of  computed  calories  is  approximated;  a 
difference  not  to  exceed  10  per  cent,  is  allowable. 
(Table,  page  160.) 

4.  Analyze  these  portions  (see  appendix),  and  com- 
pare with  computed  amounts  (2  above)  for  balance  of 
protein,  fat,  carbohydrate.  Differences  not  to  exceed 
ten  per  cent,  are  allowable.  For  compound  foods,  as 
custard,  puree,  analyze  each  of  the  ingredients. 

5.  Analyze  for  lime,  phosphorus,  iron. 

6.  Check  for  alkali-forming  foods,  vitamines,  laxa- 
tives, hard  foods. 

7.  Divide  into  meals.  The  heaviest  meal  should 
come  in  the  middle  of  the  day. 

8.  Note  the  method  of  preparation  suited  to  the 
development  and  condition  of  the  individual. 

The  making  of  a  well-balanced  and  organized  dietary 
for  a  day  requires  several  hours  of  careful  calculating. 
It  is  therefore  the  part  of  wisdom,  as  well  as  economy  of 
energy,  to  carefully  make  out  a  dietary  for  six  or  seven 


178 


THE  MOTHERCRAFT  MANUAL 


days,  that  there  may  be  balance  in  each  day's  ration, 
and  a  wide  range  of  variety  from  day  to  day ;  and  to 
preserve  these  for  reference.  By  measuring  out  100-cal- 
orie  portions  of  common  foods  for  a  few  days,  the  student 
comes  to  recognize  these  quickly,  and  the  assembling  of 
a  meal  comes  to  have  all  the  zest  of  a  game. 

Illustration  of  Method  in  Making  out  a  Dietary. 


Activity :     Out-of-doors 
Season :     Winter 
Temperament :     Active 


Age :     4  years 
Sex :     Boy 
Health :     Robust 
Height :     39  inches 

1.  Normal  weight :  35  pounds ;    Calories  per  pound :  38 ;   Total 
Calories :  1330 

2.  Estimated   Calories:  Protein,   200;    Fat,   465;      Carbohy- 
drates, 665 


3.-5. 

Analysis 

of  Day's 

Food 

I:? 

E-^ 

H 

y 

t- 

a 

m 

z 

Food 

t>  a 

s 

o 

O 

< 

n 
O 

M 

o 

o 

Cal. 

Cal. 

Cal. 

Grams 

Grams 

Grama 

Grape  juice    .     . 

5T 

75 

75 

.016 

.03 

Milk      .... 

U  Pt. 

500 

95 

260 

145 

1.195 

1.515 

.0017 

Oatmeal     .     .     . 

1  T 

25 

4 

2 

19 

.007 

.054 

.0002 

Bread 

(whole  wheat) 

2  slice 

200 

30 

10 

160 

.032 

.32 

.0012 

Butter  .... 

11  cube 

150 

1 

149 

.004 

.006 

Crackers 

(Wheats  worth) 

1 

25 

4 

5 

16 

.004 

.061 

.0003 

Rice      .... 

1  T 

60 

5 

45 

.004 

.085 

.0004 

Potato  .... 

i  med. 

50 

6 

44 

.009 

.083 

.0007 

Peas  (fresh)    .     . 

2T 

50 

14 

2 

34 

.016 

.12 

.0008 

Egg 

1 

74 

24 

60 

0 

.044 

.175 

.0014 

Apple  sauce    .     . 

1  apple 

100 

3 

7 

90 

.022 

.05 

.0005 

Dates    .... 

3 

50 

1 

4 

45 

.01 

.01 

.0005 

1349 

187 

489 

673 

1.363 

2.509 

.0079 

6.-7.  Feedings,  4.     Hours,  7 :  30, 10 :  00  A.M.,  12 :  00 ;  5 :  00  p.m. 
Day's  menu :  (See  menu  for  child  2  to  4  years,  page  181). 
8.  Method  of  preparation :  For  first  teeth ;  vegetables  diced ; 
whole  dates,  prunes. 


THE  FEEDING  OF  CHILDREN 


179 


Typical  Menus  For  Different  Ages^ 

I.    Twelve  to  Fifteen  Months 
Calculated  for  21  pounds  at  45  calories  =  945  calories 


Calories 

Vita. 

S 
S 

S 
S 

S 

S 
S 

S 

Alka. 

Lax. 

Hard 

A.M. 

6 :  00     1^  glass  warm  milk      .     . 

8 :  00     orange  juice 

10 :  00     oatmeal  jelly 

1|  glass  milk 

1 1  top  milk 

P.M. 

2 :  00     i  potato,  baked  .... 

1  t  top  milk 

1  slice  bread,  toasted  .     . 

prune  pulp 

1|  glass  milk 

5 :  30     oatmeal  jelly 

1|  glass  milk 

small  slice  zwieback     .     . 

150 
75 
25 

150 
5 

25 

15 

50 

100 

150 

25 

155 

25 

S 

s 

s 
s 

s 
s 

(?) 

s 
s 

s 

s 
s 

S 

s 

Totals  as  analyzed   .     . 

950 

CALORIES 
Prot.         Fat  Cbht. 

142        331        473 
145        333        472 


GRAMS 
Lime  Phos.  Iron 

Calculated : 

Analyzed;  145        333        472         1.622        2.293  .0043 

Vitamines  may  exist  in  some  degree  in  slightly  cooked  foods. 


^  t  =  teaspoonful 
T  =  tablespoonful 
s  =  supplied 


180 


THE  MOTHERCRAFT  MANUAL 


n.    Fifteen  to  Twenty-Four  Months 
Calculated  for  26  pounds  at  42  calories  =  1092  calories 


Calories 

Vita. 

AliKA. 

Lax. 

Hard 

A.M. 

6 :  00     2  glasses  warm  milk     .     . 

1  Wheatsworth  cracker    . 
8 :  00     orange  juice 

10 :  00     oatmeal  gruel      .... 

2  glasses  milk      .... 
^  slice  toast,  whole  wheat 

P.M. 

2  :  00     ^  coddled  egg      .... 

J  baked  potato   .... 

1  T  spinach 

J  slice  bread,  whole  wheat 

i  T  butter 

5 :  30     oatmeal  gruel      .... 

^  slice  toast,  whole  wheat 

1  Wheatsworth  cracker     . 

2  glasses  milk      .... 

200 
25 
75 
50 

200 
50 

37 
25 
10 
25 
25 
50 
50 
25 
200 

S 
S 

S 

S 
S 

s 
s 

s 
s 
s 

s 
s 

s 
s 

s 
s 

s 

s 
s 

s 
s 

S 

s 

Totals  as  analyzed     .     . 

1047 

CALORIES 

GRAMS 

Pbot.         Fat          Cbht. 

Limb 

Phos, 

Calculated : 

164        382        546 

Analyzed : 

177        386        484 

1.647 

2.592 

Iron 


.0068 


THE  FEEDING  OF  CHILDREN 


181 


m.    Two  to  Four  Years 

Calculated  for  35  pounds  at  38  calories  =  1330  calories 


Caloeies 

Vita. 

Alka. 

Lax. 

Hard 

AM. 

6:30 

grape  juice 

75 

s 

s 

S 

7:30 

1  serving  oatmeal    .     .     . 

25 

2  glasses  milk      .... 

200 

s 

s 

^  slice  toast,  whole  wheat 

50 

S 

8 

i  T  butter 

50 

s 

s 

10:00 

1  glass  milk 

1  Wheatsworth  cracker     . 

100 
25 

s 

s 

S 

12:00 

1  potato  baked   .... 

1  T  peas     

1  egg  coddled      .... 

50 
50 

74 

s 

s 
s 

1  T  butter 

100 

s 

s 

apple  sauce 

100 

s 

s 

5  slice  bread,  whole  wheat 

50 

s 

P.M. 

5:00 

rice  (unpolished)  .... 

50 

date  pulp 

50 

s 

s 

s 

2  glasses  milk      .... 

200 

s 

s 

1  slice  zwieback       .     .     . 

100 

s 

S 

Totals  as  analyzed   .     . 

1349 

CALORIES 

GRAMS 

Prot.        Fat         Cbhy. 

Lime 

Phos. 

Iron 

Calculated : 

200        465        665 

Analyzed : 

187        489        673 

1.363 

2.509 

.0079 

182 


THE  MOTHERCRAFT  RIANUAL 


IV.    Four  to  Six  Years 
Calculated  for  40  pounds  at  37  calories  =  1480  calories 


Calories 

Vita. 

Alka. 

Lax. 

Hard 

A.M. 

6:30 

orange  juice 

100 

S 

S 

s 

7:30 

nee 

50 

chopped  figs 

50 

s 

s 

s 

2h  glasses  milk    .... 

250 

s 

s 

1  slice  toast,  whole  wheat 

100 

s 

S 

butter         

75 

S 

s 

12:00 

lima  beans,  fresh     .     .     . 

50 

s 

2  T  spinach 

25 

S 

s 

s 

potato,  boiled  in  skin  .     . 

50 

s 

chicken 

25 

1  slice  bread,  whole  wheat 

100 

s 

butter 

100 

s 

s 

2  plums 

50 

s 

(?) 

s 

P.M. 

5:00 

^  shredded  wheat    .     .     . 

50 

s 

2  5  glasses  milk    .... 

250 

s 

s 

molasses  cookie,  hard  .     . 

100 

s 

s 

Totals  as  analyzed   .     . 

1475 

Calculated 
Analyzed : 


CALORIES 
Phot.         Fat         Cbht. 
222        518         740 


Limb 


203        481 


791        1.557 


GRAMS 

Phos. 

Ibom 

2.760 

.0109 

<^: 


r-i 


"  •  rj  ,»j , ,, 


Day's  Menu  for  Child  Two  to  Four  Years. 


Day's  Menu  for  Child  Four  to  Six  Years. 


THE  FEEDING  OF  CHILDREN 


183 


V.    Six  to  Eight  Years 
Calculated  for  47  pounds  at  33  calories  =  1551  calories 


Calobies 

Vita. 

Alka. 

Lax. 

S 
S 

S 
S 

S 
S 

S 

S 

s 

Hard 

A.M. 

6 :  30     orange  juice 

7 :  30    whole  wheat  cereal .     .     . 

1|  glass  milk 

1  slice  toast,  whole  wheat 

i  T  butter 

soft  boiled  egg    .... 

Ifig           

12 :  00     h  portion  macaroni      .     . 
1  T  cheese,  cooked       .     . 
4  T  string  beans      .     .     . 
lettuce,  oil,  lemon  juice    . 

1  slice  bread 

i  T  butter 

raw  apple 

P.M. 

5 :  00     1  shredded  wheat    .     .     . 

1  cup  milk 

1  cup  custard      .... 
1  slice  toast,  whole  wheat 
i  T  butter 

100 

100 

150 

100 

50 

74 

50 

50 

100 

25 

55 

100 

50 

100 

100 
100 
150 
100 
50 

s 

s 

s 
s 
s 

s 

s 
s 

s 

s 

s 
s 

s 
s 

s 
s 

s 
s 

s 

s 

S 
S 

Totals  as  analyzed    .     . 

1604 

CALORIES 

GRAMS 

Pkot, 

Fat          Cbhy. 

Limb 

Phos. 

Iron 

Calculated : 

233 

543        775 

Analyzed : 

214 

517        873 

1.475 

1.865 

.0099 

184  THE  MOTHERCRAFT  MANUAL 

Care  of  Food.  All  food  should  be  kept  covered, 
protected  from  dust,  bacteria,  insects,  odors,  poisonous 
gases  (from  bad  drainage  in  refrigerator  or  kitchen). 
Butter  should  be  kept  in  oiled  paper  or  covered  by 
a  salted  muslin  cloth. 

Cooked  foods  should  be  quickly  and  thoroughly 
cooled,  and  then  covered  and  kept  in  a  cool  place. 

Milk  requires  the  most  painstaldng  care,  as  bacteria 
multiply  in  it  very  rapidly  unless  it  is  kept  cool  and 
clean.  It  should  be  kept  in  a  seamless,  non-rusting 
receptacle,  covered  from  dust  and  insects  (preferably 
with  a  clean,  double  muslin  cloth  that  will  admit  air 
but  keep  out  dust) ;  and  placed  in  a  clean,  odorless, 
ventilated  place.  If  a  refrigerator  or  clean,  cool 
cellar,  springhouse,  or  well  is  not  available,  a  homemade 
refrigerator  may  be  constructed,  similar  to  the  fire- 
less  cooker,  that  will  require  little  ice.  Or  the  bottle 
may  be  placed  in  a  basin  of  cool  running  water  and 
covered  with  a  clean  muslin  cloth  the  edges  of  which 
absorb  the  water ;  if  thus  placed  in  a  draft,  the  evapora- 
tion will  keep  the  milk  cool.  In  hot  weather  it  should 
be  pasteurized  for  children  under  six  years,  and  at 
other  seasons  for  children  under  four,  unless  certified. 

Milk  should  preferably  be  bottled  at  the  dairy  for 
delivery.  If  delivered  from  cans  it  should  be  exposed 
as  little  as  possible  to  the  air  and  dust,  the  measures 
should  be  scrupulously  clean,  and  it  should  be  poured 
at  once  into  bottles  or  jars  that  have  been  sterilized 
by  boiling  and  that  are  covered  from  dust  until  filled. 
It  should  be  immediately  covered. 

If  milk  is  delivered  in  bottles,  provision  should  be 
made  for  protecting  these  from  dust,  sun,  and  animals 
until  they  are  brought  into  the  kitchen.  The  bottles 
should  be  well  washed  in  cool  water,  especially  around 
the  top  and  cover,  before  opening.  The  rim  of  the 
bottle  should  be  wiped  with  a  clean  cloth  and  the  cover 
replaced  immediately  after  pouring. 


THE  FEEDING  OF  CHILDREN  185 

Milk  which  has  been  warmed  or  which  has  stood 
uncovered  outside  the  bottle  should  not  be  poured 
back  or  used  again  for  the  children  to  drink,  as  bac- 
teria have  multiplied  in  it  very  rapidly.  It  may  be 
used  for  cooking. 

Milk.  The  production  of  milk  requires  the  greatest 
cleanliness.  If  a  cow  is  kept,  the  dairy,  utensils, 
methods  of  milking  and  caring  for  the  new  milk  should 
conform  to  the  standards  set  forth  in  the  Federal  and 
State  Health  Bulletins.  If  milk  is  purchased,  inspec- 
tion should,  if  possible,  be  made  of  the  dairy  and  the 
methods  of  cooling  and  transportation.  In  the  large 
cities,  milk  is  now  graded  according  to  the  degree  of 
care  and  the  cleanliness  as  indicated  by  the  bacteria 
count.  Certified  or  Grade  ''  A  "  should  be  used  for 
children  under  three  years  of  age.  Grade  "  A  "  is 
preferable,  but  Grade  "  B  "  can  be  used  for  children 
over  two  years.  Grade  '*  C "  and  loose  milk  are 
fit  only  for  cooking. 

The  milk  from  a  herd  is  more  uniform  from  day  to 
day  than  from  a  single  cow.  Holstein  or  Guernsey 
milk  is  preferable  for  children,  especially  for  infants,  as 
the  lower  fat  content  and  softer  curds  make  it  more 
easily  digested  than  Jersey  milk. 

Sterilized  or  condensed  milk  is  less  easily  digested  and 
less  nutritious  than  raw  milk,  and  is  conducive  to  con- 
stipation. The  high  degree  of  heat  to  which  they  have 
been  subjected  has  reduced  the  vitamines  and  affected 
the  protein. 

Milk  may  spoil  even  before  it  has  soured.  Pasteur- 
izing delays  souring  but  not  spoiling.  Unscrupulous 
dealers  sometimes  add  preservatives  to  prevent  souring. 
Such  milk  is  dangerous.  Clean,  freshly  soured  milk 
is  harmless,  but  should  not  be  given  to  children  under 
three  except  as  buttermilk.  With  young  children  and 
babies,  buttermilk  can  sometimes  be  retained  and  di- 
gested when  sweet  milk  cannot  be  taken.     The  special 


186  THE  MOTHERCRAFT  MANUAL 

tablets  containing  the  Bulgarian  bacillus  should  be  used, 
and  usually,  with  the  whole  milk,  in  making  butter- 
milk for  young  children.  These  tablets  may  be  ob- 
tained from  the  druggist. 

Skimmed  milk  has  all  the  value  of  whole  milk  ex- 
cept the  cream.  Whey  contains  the  minerals,  sugar 
and  fats.  Bottled  commercial  cream  has  a  very  high 
bacteria  count  and  should  never  be  used  for  children. 
Ice  cream  should  be  freshly  made  of  fresh,  pasteurized 
milk,  with  scrupulous  cleanliness. 

Principles  of  Cooking.  Before  food  can  be  utilized 
by  the  body,  it  must  be  made  soluble  —  changed  into 
substances  that  are  dissolved  so  they  can  pass  readily 
through  the  walls  of  the  food  tube  into  the  blood. 
In  the  digestive  tract  fats,  carbohydrates,  and  protein 
must  first  be  separated,  as  different  digestive  fluids 
are  provided  to  act  upon  each  of  these.  Cooking  for 
children  should  (1)  make  foods  easily  soluble ;  (2)  pro- 
duce little  mixture  of  protein,  carbohydrates  and  fats ; 
(3)  improve  the  flavor,  and  (4)  raise  the  temperature 
to  about  blood  heat  (98°  F.),  when  served. 

The  degree  of  development  of  the  digestive  fluids, 
the  stomach,  and  the  teeth  must  be  considered  in 
preparing  food  for  an  individual  child.  In  infancy  the 
digestive  system  is  undeveloped,  lacking  in  digestive 
fluids,  stomach  small,  and  there  is  no  provision  for 
chewing. 

Until  nine  months  of  age  babies  do  not  have  digestive 
fluids  for  starch,  or  for  protein  except  the  curds  of 
milk ;  their  teeth  are  not  yet  serviceable  for  chewing, 
and  solid  food  of  any  kind  is  so  indigestible  that  it  often 
causes  convulsions,  if  given. 

After  nine  months,  starches  thoroughly  cooked  and 
without  cellulose  may  be  given  cautiously. 

All  food  must  be  easily  soluble  until  two  years  of  age, 
that  is,  until  enough  of  the  first  teeth  have  developed 
for  adequate  chewing  of  soft  cellulose. 


THE  FEEDING  OF  CHILDREN  187 

For  children  under  18  months,  cellulose  and  fibers 
strained  out  of  vegetables. 

For  children  18  months  to  3  years  (before  first  teeth 
are  all  cut)  vegetables  mashed  or  chopped  fine ;  coarse 
cellulose  removed. 

At  three  years,  all  the  first  teeth  (20)  should  be  cut, 
and  the  child  can  chew  the  cellulose  of  vegetables  and 
fruits. 

For  children  three  years  (first  teeth  all  cut)  to  8 
years  (second  teeth  partially  cut)  vegetables  diced, 
whole  cooked  fruits. 

During  the  first  two  years  of  second  dentition  (from 
6  to  8  years)  the  missing  teeth  make  chewing  less 
adequate,  and  care  is  needed  to  provide  easily  divided 
food.  After  eight  years  enough  of  the  permanent  teeth 
have  been  cut  to  permit  fibers  of  meat  in  the  diet. 

Cooking  for  Children.  Before  beginning  the  prep- 
aration of  food,  wash  the  hands  thoroughly  and  clean 
the  finger  nails.  See  that  all  utensils  are  scrupulously 
clean,  as  well  as  dish  towels  with  which  they  are 
wiped.  Use  agate  or  enamel  ware  for  all  acid  fruits 
and  vegetables,  and  a  double  boiler  for  milk.  Do  not 
Use  aluminum  ware  for  acids  or  eggs,  or  tin  for  acids, 
as  poisonous  compounds  would  be  formed.  Taste  food 
before  serving,  using  a  clean  spoon  which  is  not  re- 
placed in  the  food  but  immediately  washed.  Keep 
food  uncovered  as  little  as  possible. 

Milk.  In  heating  milk  always  use  a  double  boiler 
and  do  not  let  the  milk  reach  the  boiling  point.  Boiling 
hardens  the  protein  and  makes  it  difficult  of  digestion. 

To  pasteurize  milk :  put  in  sterilized  bottles,  stoppered 
with  non-absorbent  cotton.  Place  bottles  in  kettle 
with  cold  water  coming  to  height  of  milk  in  bottles. 
Put  cloth  or  paper  in  bottom  of  kettle  and  between 
bottles,  to  prevent  breaking.  Milk  is  advisably  pas- 
teurized by  bringing  water  to  145°  F.  and  maintain- 
ing at  exactly  this  temperature  for  thirty  minutes, 


188  THE  MOTHERCRAFT  MANUAL 

either  turning  fire  low  or  removing  kettle  from  fire, 
leaving  bottles  in  water  for  half  an  hour,  or  placing 
the  kettle  in  a  fireless  cooker,  or  covering  tightly  with 
newspapers.  Cool  bottles  quickly  by  placing  in  luke- 
warm water,  then  in  cold  water,  then  on  ice,  or  where 
temperature  of  45°  can  be  maintained. 

Toast.  Use  stale  bread.  Make  in  the  oven,  drying 
hard  throughout,  the  outside  then  lightly  browned  in 
gas  oven  or  over  coals  or  an  electric  toaster. 

Dried  fruits.  Sort  carefully,  remove  blemishes, 
wash  thoroughly  in  colander.  Soak  overnight  in 
water  to  cover;  bring  to  boil,  and  let  simmer  with 
low  fire  or  in  fireless  cooker  until  soft.  Add  no  sugar 
to  prunes,  dates,  figs,  seedless  raisins,  and  little  to 
peaches,  apples,  apricots.  California  prunes  should  be 
used,  as  they  are  sweeter  and  less  acid.  Honey  may 
be  used,  instead  of  sugar,  for  sweetening  other  fruits. 
Soda  should  be  added  to  tart  fruits,  as  apricots. 
For  children  one  to  three  years,  make  pulp  by  removing 
pits  and  mashing  through  fine  colander  (not  tin). 
For  children  over  three,  dates  and  figs  may  be  served 
uncooked,  after  thorough  washing,  or  sterilizing  for 
ten  minutes  in  a  colander  over  steam  and  then  drying. 

Cereals.  Cereals  require  a  high  degree  of  heat  for 
the  first  five  or  ten  minutes,  to  burst  the  covering  of 
the  tiny  starch  cells,  then  long  cooking  at  a  moderate 
temperature.  This  applies  to  oatmeal,  barley,  wheat 
cereals,  com  meal,  samp,  rice,  tapioca,  sago.  A  double 
boiler  should  be  used  and,  unless  a  coal  fire  is  available 
for  a  long  period,  a  fireless  cooker.  The  latter  can  be 
made  in  a  few  hours  at  a  cost  of  less  than  half  a  dollar, 
by  using  a  wooden  box  with  a  hinged  cover,  sawdust 
for  packing,  and  asbestos  paper  for  lining. 

In  cooking  any  cereal,  have  the  water  boihng  in 
both  the  upper  and  lower  parts  of  the  double  boiler. 
Put  the  upper  part  directly  over  the  heat  and  let  the 
water  boil  violently  for  a  minute.     Add  salt  in  the 


THE  FEEDING  OF  CHILDREN  189 

proportion  of  1  tablespoon  to  one  quart  of  water.  Pour 
in  the  cereal  very  slowly,  so  the  boiling  does  not  stop. 
Let  this  boil  five  minutes,  shaking  gently,  then  place 
in  boiler  and  put  into  fireless  cooker,  or  over  low  fire. 
Gruel  or  porridge : 

1  part  rolled  or  flaked  oatmeal  or  wheat  to  2  parts 

water 
1  part  corn  meal  or  rice  to  3  parts  water 
1  part  fine  wheat  or  hominy,  coarse  oatmeal, 

tapioca  or  barley  to  4  parts  water 

Cereal  jelly  is  made  by  straining  the  gruel  through 
cheesecloth  or  finest  wire  strainer. 

Cereal  water  is  made  by  using  a  smaller  proportion 
of  cereal  —  from  1  to  2  tablespoons  to  1  pint  of  water, 
—  and  straining.  It  may  be  made  from  the  prepared 
barley,  wheat,  oat,  or  rice  flour,  using  1  tablespoon  of 
the  flour,  blended  with  2  tablespoons  cold  water,  and 
proceeding  then  as  with  the  whole  cereal,  stirring  occa- 
sionally, and  cooking  from  thirty  to  sixty  minutes. 

Note  that  cereal  water  contains  little  nourishment 
and,  unless  made  from  the  whole  grains,  little  mineral. 

The  ready-cooked  oatmeals  and  v/heat  cereals  should 
be  cooked  not  less  than  one  hour  for  children. 

The  dry,  ready-to-serve  cereals  are  thoroughly  dex- 
trinized  and  easily  digested  if  well  chewed,  and  there- 
fore as  advantageous  for  children  over  two  or  three. 

Eggs,  Eggs  are  quite  easily  digested  raw,  strained 
through  a  fine  sieve.  Raw  egg  is  usually  laxative. 
They  should  be  cooked  merely  until  the  whites  begin 
to  set  and  are  like  soft  jelly.  Or  the  grated  yolk,  after 
boiling  twenty  minutes,  may  be  used. 

To  soft  boil.  Place  in  boiling  water  which  is  imme- 
diately removed  from  the  fire;  let  stand  eight  to  ten 
minutes.  Or  put  into  cold  water  in  covered  saucepan : 
bring  to  boiling  point  and  remove  saucepan  from  fire. 

To  poach.     Grease  the  bottom  of  a  small  skillet  with 


190  THE  MOTHERCRAFT  MANUAL 

some  fat.  Put  in  boiling  water  with  1  teaspoon 
salt.  Drop  in  egg  from  saucer,  and  turn  fire  low,  or 
remove  skillet.  Let  stand  2  to  5  minutes,  until  white 
is  set.  Remove  with  perforated  spoon  or  ladle.  Serve 
on  toast  which  has  been  dipped  in  boiling  salted  water 
and  slightly  buttered. 

Cocoa.  For  children  four  to  eight  years  old,  make 
cocoa  weak,  using  only  |  teaspoon  cocoa  to  a  cup  of 
milk.  Blend  the  cocoa  with  J  teaspoon  sugar  and  1 
tablespoon  boiling  water.  Add  J  cup  of  boiling  water 
and  boil  for  five  minutes.  A  larger  portion  may  be 
made  at  one  time,  and  kept  on  ice.  Heat  the  milk  in 
a  double  boiler  and  add  the  hot  cocoa  to  this.  Do  not 
let  the  milk  boil. 

Soups  and  Purees.  For  thin  soups,  take  equal  parts 
of  milk  and  the  vegetable  water  from  cooking  potatoes, 
rice,  spinach,  carrots,  celery,  corn,  lima  or  string  beans, 
peas.     Heat  in  double  boiler. 

Purees  are  made  by  mashing  and  straining  any  of 
these  vegetables,  and  adding  milk. 

The  most  nutritious  thickening  is  given  by  adding 
cereal  gruel,  or  raw  egg  beaten  in  just  before  serving, 
after  removing  from  the  stove.  Thickening  of  flour 
or  cornstarch  requires  cooking  for  half  an  hour.  Flour 
in  melted  fat  is  indigestible. 

Vegetables.  Use  fresh,  tender  vegetables.  Sort  care- 
fully, removing  bruised  and  blemished  places.  Wash 
or  scrub  thoroughly  through  two  or  three  waters,  using  a 
colander.  If  canned,  remove  all  immediately  from  con- 
tainer. For  children  under  two  years,  potatoes  should 
be  baked,  and  other  vegetables  cooked  thoroughly 
and  put  through  a  fine  sieve,  removing  all  cellulose. 
For  children  of  two  and  three  years,  vegetables  should 
be  minced  ;  for  those  four  to  eight  years,  merely  diced. 

Baked  potato.  Remove  skin  from  two  ends  to 
permit  escape  of  steam  in  cooking.  Bake  in  hot  oven 
until  mealy  —  about  forty-five  minutes.    Pierce  with 


THE  FEEDING  OF  CHILDREN  191 

hot  fork  or  break  open  slightly  to  permit  escape  of 
steam. 

Boiled  potatoes.  Boil  in  skins  to  prevent  loss  of 
mineral  nutrients.  Put  into  boiling  water;  add  1 
teaspoon  of  salt  to  each  pint  of  water,  and  boil  gently 
for  half  an  hour.  Test  with  a  fork,  and  when  mellow, 
drain  off  the  water,  remove  the  cover,  and  let  the  mois- 
ture evaporate.  If  very  large  potatoes  are  used,  add  a 
cup  of  cold  water  when  the  outside  is  cooked ;  this 
prevents  overcooking  of  outside  portion. 

Other  vegetables  may  be  baked,  steamed  (cooked 
in  a  steamer),  or  stewed.  The  ordinary  method  of 
cooking  vegetables  by  boiling  in  a  large  quantity  of 
water  removes  the  essential  minerals  and  watersoaks 
the  vegetables. 

Dried  peas,  beans,  lentils,  should  be  soaked  over- 
night, salted  and  boiled  for  fifteen  minutes,  then  put 
into  the  casserole  or  fireless  cooker  and  cooked  from  six 
to  ten  hours. 

Young  beets,  string  beans,  lima  beans,  carrots, 
spinach,  peas,  asparagus,  summer  squash  are  best 
steamed  until  tender  (from  thirty  to  sixty  minutes). 
They  may  be  stewed  by  putting  in  a  covered  saucepan 
with  just  enough  salted  water  to  prevent  burning,  and 
with  the  water  just  boiling. 

Onions  should  be  put  into  boiling  water  with  1 
teaspoon  salt,  i  teaspoon  soda,  and  a  piece  of  char- 
coal to  1  quart  of  water.  After  cooking  five  minutes, 
pour  off  the  water  and  add  freshly  boiling,  salted  water ; 
after  ten  minutes  drain  again  and  put  into  salted  boiling 

T  =  Tablespoon         t  =  teaspoon  c  =  cup 

3  t  =  1  T  1  t    =  i  oz-  16  fluid  oz.      =  1  pt. 

16T=lc  lT=lioz.  16  oz.  by  wt.  =  1  lb. 

2  c  =  1  pt.  1  c   =  8  oz.  1  oz.     =28  grams  (metric) 

2 1  lb.  =1  Kilogram  (metri(^ 

Spoonful  or  cupful  means  level.     Teaspoons  vary  in  size. 


192  THE  MOTHERCRAFT  MANUAL 

water.  Boil  until  tender  —  forty-five  to  sixty  minutes. 
Leave  the  cover  off  to  avoid  odors.  Spanish  or  Ber- 
muda onions  ai'e  mildest  in  flavor. 

In  serving  vegetables,  add  a  little  cream  for  young 
children;    omit  sauces. 

Serving.  Let  the  child  eat  outdoors  whenever 
possible.  If  indoors,  have  the  room  well  ventilated 
and  not  above  68°  F. 

Until  six  years  of  age  the  child  preferably  should  have 
his  meals,  at  least  dinner  and  supper,  at  separate  hours 
from  the  adults.  He  will  give  better  attention  to  his 
food,  will  not  be  tempted  by  adult  food,  and  not  sub- 
jected to  the  table  conversation  which  is  too  often  di- 
rected at  him  or  not  of  interest. 

A  low  chair  and  table  is  much  to  be  preferred  to  a 
high  chair,  until  six  years ;  then  a  higher  chair,  com- 
fortable for  the  dining  table,  with  a  foot  rest,  should  be 
provided,  to  be  cut  down  as  the  child  grows. 

Serve  milk  at  blood  heat  (98°  F.)  to  children  under 
two  years  of  age,  and  in  cold  weather  for  children  to 
six  years.     Serve  warm  milk  for  cooked  cereal. 

The  serving  plate  for  children  under  three  should  be 
kept  warm  during  the  mealtime.  Special  children's 
plates  are  now  procurable  that  have  thermos  qualities 
or  that  are  kept  warm  by  hot  water. 

Avoid  any  possibility  of  infection.  For  example: 
Do  not  return  spoon  or  fork  to  child's  food,  or  give  to 
child,  after  you  have  used  it  yourself,  or  another  child 
has  used  it.  Do  not  blow  into  child's  food ;  use  some 
other  means  of  cooling. 

Cereals  should  be  fresh  cooked  within  twelve 
hours  for  children  under  two,  and  within  twenty-four 
hours  for  older  children.  Baked  potatoes  and  eggs 
should  be  fresh  cooked  for  each  meal.  Vegetables, 
soups,  and  purees  should  be  cook«ed  within  twenty- 
four  hours. 

Toast  should  be  buttered  when  cold.     If  buttered 


THE  FEEDING  OF  CHILDREN  193 

hot,  the  fat  surrounds  the  starch  grains  and  makes 
their  digestion  difficult  or  impossible. 

Cereal  should  be  served  without  sugar  or  butter, 
which  make  digestion  difficult  and  form  a  rich  combina- 
tion that  spoils  the  appetite  for  simple,  wholesome  foods. 
Top  milk  may  be  added,  and  for  children  two  years, 
chopped  stewed  fruit. 

The  digestive  juices  in  the  mouth  have  an  important 
part  in  the  digestion  of  starches,  therefore  every  means 
should  be  used  for  the  insalivation  of  starchy  foods. 
Dry  buttered  toast  or  whole  wheat  cracker,  for  in- 
stance, eaten  with  cereal,  necessitates  longer  chewing  of 
the  cereal.  The  saliva  is  alkaline,  and  its  action  upon 
starches  is  hindered  by  the  presence  of  an  acid ;  there- 
fore acid  fruits,  such  as  apple  sauce,  should  not  be  taken 
into  the  mouth  at  the  same  time  as  starchy  foods,  such 
as  bread,  crackers,  or  cookies.  Bread  and  milk  are 
more  digestible  when  taken  together,  as  the  milk  is 
thus  divided  into  smaller  curds.  Milk  from  a  glass 
should  be  slowly  sipped,  in  small  swallows;  this  is  a 
very  important  habit  to  cultivate  in  small  children. 

The  diet  should  be  carefully  selected  and  analyzed, 
carefully  prepared  and  daintily  served  with  the  mini- 
mum portions  to  meet  the  child's  needs.  With  these 
conditions  a  child  should  be  trained  to  eat  what  is 
set  before  him,  without  argument,  having  a  second 
helping  of  the  simple  foods  to  the  limit  of  his  caloric 
needs.  Do  not  permit  a  child  to  be  finnicky  about  his 
food.  The  tastes  and  food  habits  are  formed  in  early 
childhood. 

Cultivate  a  taste  for  vegetables  by  giving  first  in 
vegetable  broths,  and  then  gradually  give  a  teaspoonful 
of  the  mashed  vegetable. 

If  a  wholesome  food  is  refused  on  first  offering  at 
one  meal,  give  that  first  at  a  subsequent  meal  and 
withhold  more  desired  foods  until  this  is  taken.  Keep 
dessert  out  of  sight  until  other  food  is  eaten.     An  occa- 


194  THE  MOTHERCRAFT  MANUAL 

sional  child  is  not  able  to  digest  some  special  food,  as 
milk,  eggs,  strawberries,  fish.  Some  children  cannot 
digest  plain  milk  but  can  take  it  in  foods,  as  in  broth, 
junket,  custard,  pudding. 

Common  faults  and  tendencies  in  the  child  to  be 
guarded  against  are: 

Insufficient  chewing 
Eating  too  rapidly- 
Drinking  milk  rapidly  instead  of  sipping 
Dawdling  over  meals 
Eating  with  fingers 
Carelessness  about  the  dropping  of  food  on  table  and 

floor 
Unwillingness  to  try  new  foods 
Unwillingness  to  eat  vegetables 
Preference  for  sweets  and  starches 
Overeating  of  bread 

Common  faults  of  adults,  in  the  feeding  of  children : 

Overfeeding 

Irregular  feeding 

Allowing  child  to  choose  or  refuse  food  and  become 

finicky 
Giving  too  large  a  portion  of  bread  and  cereal 
Too  much  mushy  food 
More  than  one  quart  of  milk  a  day 
Insufficient  hard  foods 
Coaxing  child  to  eat  when  not  hungry  or  when  tired 

or  ill 

School  children  should  always  have  an  adequate  warm 
breakfast,  with  plenty  of  time  to  eat  without  hurrying, 
and  a  warm  midday  meal.  If  the  school  is  too  far 
away  for  them  to  return  home,  some  provision  should  be 
made  with  the  teacher,  school  principal,  or  near-by 
home,  for  one  or  two  warm  dishes. 

Children  under  six  years  should  always  have  the 
mother  or  other  intelligent  attendant  with  them  during 


THE  FEEDING  OF  CHILDREN  195 

meals  to  train  in  careful  chewing  and  drinking,  neatness, 
courtesy,  conversation.  With  children  under  four 
years  a  spirit  of  play  may  be  brought  into  the  feeding, 
especially  with  the  less  desired  foods;  this  should 
gradually  be  dropped  during  the  fifth  year. 

Utilize  the  opportunity  for  training  in  motor  coor- 
dination and  self-reliance.  Babies  can  be  given  water 
from  a  spoon  at  one  month,  and  can  begin  drinking 
from  a  cup  at  six  months;  thus  trained,  they  will 
never  acquire  the  bottle  habit,  and  they  can  learn  to 
feed  themselves  during  the  second  or  third  year.  The 
motor  control  and  self-reliance  thus  gained  are  far  more 
important  than  the  messing  of  food  during  a  few  months. 
Let  the  children  help  clear  their  table  (18  months) ; 
brush  up  any  crumbs  (2  years) ;  bring  in  their  own 
dishes  and  food  (3  years) ;  wash  dishes  (3  years) ; 
help  with  the  cooking  (4  years). 

Use  enamel  cups,  sauce  dishes,  and  plates  until  at 
about  three  years  the  child  can  confidently  handle 
dishes  without  breaking  them. 

The  serving  of  food  has  the  value  of  a  religious  cer- 
emony and  a  social  banquet,  as  well  as  the  satisfying 
of  physical  needs.  With  intelligence  and  forethought 
it  can  be  made  of  such  significance,  and  a  means  of 
teaching  reverence,  courtesy,  self-control  of  physical 
appetites,  pleasant  conversation. 


CHAPTER  X 
THE  EDUCATION  OF  THE  LITTLE  CHILD  i 

"  Education  should  lead  and  guide  man  to  clearness  concern- 
ing himself  and  in  himself,  to  peace  with  nature,  and  to  unity 
with  God ;  hence,  it  should  lift  him  to  a  knowledge  of  himself  and 
of  mankind,  to  a  knowledge  of  God  and  of  nature,  and  to  the  pure 
and  holy  life  to  which  this  knowledge  leads." 

—  F.  Froebel. 

"  Between  educator  and  pupil,  between  request  and  obedience, 
there  should  invisibly  rule  a  third  something  to  which  educator 
and  pupil  are  equally  subject.  This  third  something  is  the  right, 
the  best,  necessarily  conditioned  and  expressed  without  arbitrari- 
ness in  the  circumstances." 

—  F.  Froebel. 

"  The  mother,  with  her  monotonous  daily  round  of  cares  and 
tasks,  wishes  that  she  could  give  more  time  to  instructing  her 
children.  She  forgets  that  her  industry,  fidelity,  cheerfulness, 
hope,  courage,  faith,  reverence,  calmness,  kindliness,  and  cour- 
tesy, are  all  reproducing  themselves  in  the  minds  of  her  children. 
This  is  education  for  health,  vigor,  power,  and  efficiency,  not 
merely  for  learning.     It  builds  up  instead  of  puffing  up." 

—  J.  M.  Tyler. 

The  Purposes  of  Education.  Education  is  as  com- 
prehensive as  Hfe  itself.  The  education  of  the  child 
begins  as  soon  as  he  is  born.  Every  moment  thereafter 
is  bringing  influences  that  are  shaping  his  character 
and  his  mental  life.  The  educator  is  the  person  who 
acts  as  a  mediator  between  life  and  the  child,  selecting 
the  environment  and  influences  that  will  give  the  larg- 
est values,  helping  him  utilize,  discriminate,  and  inter- 
pret his  own  forces  and  those  of  the  universe.     The 

^  See  Preface,  page  xiii. 
196 


EDUCATION  OF  THE  LITTLE  CHILD  197 

work  of  the  educator  is  analogous  to  that  of  the  physi- 
cian or  hygienist,  who  cannot  give  or  increase  life,  but 
can  help  the  individual  find  the  conditions  that  will 
increase  his  own  organic  efficiency.  Education  by 
trial  and  error,  which  is  the  method  by  which  the  race 
has  had  to  learn,  is  a  slow,  painful  process.  The  pur- 
pose of  education  is  to  reduce  the  wastage  of  life  through 
errors  and  to  give  all-around  efficiency,  valuable  habits, 
vision  (ideals,  ambitions,  perspective),  and  command 
of  methods  for  continued  learning.  It  should  be  a 
preparation  for  larger  living,  not  merely  for  intellectual 
examinations  or  artificial  tests. 

Froebel,  Hall,  Dewey,  Montessori.  The  following 
foundation  principles  are  emphasized  by  these  educa- 
tional leaders : 

1.  The  function  of  education,  serving  to  meet  vital 
problems  and  to  increase  both  efficiency  and  richness 
of  life 

2.  The  comprehensiveness  of  education,  dealing  with 
the  whole  life  of  the  child  —  his  thinking,  feeling,  doing 
—  during  every  moment  of  his  life 

3.  The  moral  purpose  of  life  and  therefore  of  education 

4.  The  self-activity  of  the  child  as  the  method  of 
education 

5.  The  daily  life  of  the  child  in  the  home  and  family  and 
with  nature  as  the  natural  environment  for  his  education 

6.  The  interest  of  the  child  as  the  basis  of  the  curric- 
ulum 

7.  The  study  of  the  child  as  furnishing  the  key  to 
his  interests,  his  development,  his  ways  of  thinking, 
feeling,  doing ;  and  therefore  the  key  to  the  methods  of 
education 

8.  The  development  of  the  child  as  an  evolution, 
progressing  through  a  series  of  ascending  stages  which, 
in  the  main,  follow  the  same  general  order  in  all  in- 
dividuals 

9.  Adaptation  of  education  for  the  individual  child, 
according  to  his  nature  and  needs 


198  THE  MOTHERCRAFT  MANUAL 

The  stages  of  development,  the  study  of  the  individ- 
ual child,  the  outlines  of  the  curriculum,  and  special 
methods  in  selected  phases  of  education,  are  discussed 
in  other  chapters.  The  present  discussion  therefore  is 
devoted  to  the  principles  of  educational  psychology 
and  of  pedagogy,  —  how  to  conduct  the  process  of  edu- 
cation. 

Education,  Instruction,  and  Training.  Education, 
in  the  large  sense  in  which  the  term  is  here  used,  in- 
cludes three  pedagogical  processes :  (1)  instruction ;  ^ 
(2)  training ;  and  (3)  education  ^  in  its  narrower 
meaning,  —  the  developing  of  the  child's  innate  powers. 
Instruction  is  the  easiest,  but  the  most  superficial  and 
least  valuable;  development  is  the  most  vital  and 
most  difficult.  Instruction  is  static;  education  is 
dynamic.  Training  is  the  method  for  habit-formation 
(which  is  a  most  essential  phase  of  education  through 
infancy  and  childhood),  the  method  for  drill  and 
technical  skill.  The  teacher  must  be  able  to  discern 
when  each  of  these  phases  should  be  utilized.  In 
general,  training  should  begin  at  birth,  and  habit- 
formation  should  be  continued  unremittingly  until 
about  the  teens,  although  habits  are  fairly  well  fixed  by 
seven  years.  During  youth  and  adolescence,  training 
is  needed  for  acquiring  of  finer  muscular  and  motor 
skill.  Instruction,  directly,  is  easily  overdone,  and 
the  best  general  principle  is  not  to  give  information 
that  the  child  could  obtain  directly  for  himself  by  a 
reasonable  amount  of  searching,  use  of  his  own  observa- 
tion, experimentation,  or  reasoning;  and  not  to  over- 
load the  child  with  a  superfluity  of  unrelated  informa- 
tion. Certainly  he  should  not  be  crammed  with  a  mass 
of  facts  in  which  he  has  no  interest,  much  less  those  for 
which  he  has  actual  distaste.  There  is  danger  that  the 
book  will  come  between  the  child  and   the   realities 

*  Literally  "  to  put  into  "  from  the  Latin  in  and  struo. 
2  Literally  "  to  lead  out  of  "  from  the  Latin  e  and  duco. 


EDUCATION  OF  THE  LITTLE  CHILD  199 

of  life.'  Such  instruction  as  is  given  should  be  in  re- 
sponse to  a  real  hunger  or  interest.  Education,  the 
developing  of  the  self -activity  of  the  child,  should  be- 
gin in  the  first  few  days  of  life,  and  should  be  naturally 
fostered  through  the  careful  selection  of  every  factor 
in  his  environment  as  well  as  through  consistent  culti- 
vation adapted  to  his  stage  of  development. 

The  Biological  Basis  of  Education.  Education  is 
possible  only  because  the  baby  is  born  so  helpless  and 
plastic,  with  many  instincts,  with  the  nervous  system 
great  in  its  possibilities  but  incomplete  in  its  develop- 
ment, and  with  few  habits  formed. 

Every  stimulus  that  comes  to  the  child  is  carried 
by  an  incoming  (sensory  or  afferent)  nerve  to  the  brain, 
either  directly  or  by  way  of  the  spinal  cord.  The 
stimulus  may  come  from  an  object,  from  an  organic 
sensation  within  the  body,  or  from  a  thought.  That 
sensation  or  nerve  impulse  is  carried  to  a  nerve  center 
in  the  brain  or  the  spinal  cord,  and  there  is  transferred 
to  some  one  of  the  many  outgoing  (motor  or  efferent) 
nerves,  which  conveys  the  impulse  to  some  muscle, 
producing  a  muscular  action.  For  example :  the  rays 
of  light  from  a  shining,  moving  object  are  the  stimulus 
to  the  child's  eye,  and  the  optic  nerve  carries  this 
stimulus  to  a  center  in  the  brain.  The  little  baby 
must  receive  this  stimulus  many  times  before  he  begins 
to  interpret  it.  At  a  few  weeks  of  age  he  will  simply 
stare,  attempting  to  coordinate  both  eyes,  or  later,  to 
follow  it  with  the  movement  of  his  eyes ;  later  still,  to 
grasp  for  it  with  his  hand.  The  optic  nerve  is  here  the 
sensory  or  afferent  nerve,  bearing  the  sensation;  the 
nerve  to  the  eye  muscle  or  the  hand  is  the  efferent  or 
motor  nerve.  This  circuit  is  what  is  meant  by  a 
sensory-motor  coordination,  also  called  by  some  authors 
a  neuro-muscular  coordination,  or  the  reflex  arc.  Many 
hundreds  of  these  coordinations  are  to  be  made  in  the 
course  of  each  day. 


200  THE  MOTHERCRAFT  MANUAL 

The  first  time  a  specific  sensation  is  conveyed  to  a 
center,  it  is  problematic  which  efferent  or  motor  nerve 
will  carry  the  outgoing  impulse,  but  the  choice  is  of 
great  significance,  for  a  habit  is  thereby  begun.  The 
second  time  the  same  sensation  is  conveyed,  it  will  be 
easier  for  the  same  outgoing  path  to  be  followed.  Thus 
habits  are  formed.  Each  repetition  fixes  it  more 
firmly  and  makes  more  difficult  the  forming  of  a  new 
manner  of  reaction  to  that  stimulus. 

Every  sensation  and  thought  tends  thus  to  express 
itself  in  action.  The  little  child  is  therefore  especially 
susceptible  to  suggestion.  Inhibition  is  the  interven- 
tion of  a  second  thought  or  stimulus  which  sends  a 
counter  impulse  that  prevents  the  action.  If  the 
expression  of  the  action  is  continually  prevented,  or 
if  through  weakness  of  will  or  low  vitality  the  expres- 
sion is  deferred,  or  not  made,  the  power  to  express  may 
become  weak,  and  the  individual  thus  degenerate  into 
a  mere  dreamer.  In  extreme  cases  this  becomes  a 
condition  known  as  dementia  praecox. 

Nerves  completely  developed  (and  therefore  efficient 
for  functioning)  are  covered  by  a  sheath  of  tissue  which 
may  be  compared  to  the  insulation  cover  of  an  electric 
wire.  At  birth,  few,  if  any  nerves  involved  in  volun- 
tary action  or  thought  are  completely  sheathed.  This 
process  requires  many  years,  some  nerves  becoming 
sheathed  earlier,  others  later.  A  regular  evolutionary 
order  is  apparently  followed,  those  nerves  that  con- 
trol the  racially  older  sensations  or  movements  be- 
coming sheathed  and  mature  before  the  racially 
younger.  This  is  the  biological  basis  of  the  stages  of 
development,  and  of  the  manifestations  of  different 
interests.  It  is  useless,  often  injurious,  to  attempt 
to  train  a  muscle  or  an  interest  before  the  nerves  are 
ready.  When  they  are  ready,  ample  exercise  must  be 
permitted ;  this  is  the  nascent  stage  of  that  interest. 
If  exercise  is  now  neglected,  the  golden  opportunity 


EDUCATION  OF  THE  LITTLE  CHILD  201 

for  its  education  is  passed.  For  instance,  there  is  a 
stage,  from  about  ten  months  to  six  years,  when  the 
special  senses,  as  hearing,  touch,  sight  are  ripening. 
This  is  the  time  for  training  in  sense  accuracy  and  dis- 
crimination. The  child's  spontaneous  interests  and 
activities  furnish  the  best  clue  we  now  have  to  this 
development  of  nascent  interests  and  the  time  for  their 
exercise. 

In  the  brain  there  are  apparently  special  centers 
which  receive  the  sensations  from  any  one  part  of  the 
body  and  which  send  back  to  that  part  the  motor  im- 
pulse. Thus  there  is  a  center  for  the  arm,  the  hand, 
the  fingers,  another  for  the  ear,  another  for  the  eye. 
Language  has  its  special  centers.  This  is  the  localiza- 
tion of  functions  in  the  brain.  At  birth  these  centers 
are  undeveloped.  In  a  right-handed  child  the  language 
centers  develop  in  the  left  hemisphere,  and  in  the  left- 
handed  child  in  the  right  hemisphere.  Ambidexterity 
is  frequently  found  with  stuttering  and  with  low-grade 
mentality,  and  is  not  considered  advantageous  to 
foster. 

At  birth,  also,  there  is  little  or  no  development  of 
association  fibers  between  the  centers  in  the  brain,  or 
between  related  centers  in  the  brain  and  in  the  spinal 
cord.  These  centers  and  the  association  fibers  develop 
through  attempted  use,  as  the  baby  receives  stimuli 
from  without  and  attempts  to  respond.  As  a  matter 
of  experience,  the  child  learns  to  associate  the  several 
qualities  that  are  found  together  in  one  object,  as  the 
taste,  odor,  color,  "  feeF',  shape,  of  a  piece  of  bread. 
He  also  associates  with  an  object  his  emotional  states 
at  the  time,  as  bread  with  the  comfort  of  feeding,  a  hot 
iron  with  the  smart  of  pain,  a  ball  with  playful  moods, 
a  church  with  awe  or  reverence,  a  thunderstorm  with 
fear  or  confidence.  These  early  associations  become 
ingrained  and  remain  with  him  throughout  life  or 
with  great  difficulty  are  supplanted;    they  form  his 


202  THE  MOTHERCRAFT  MANUAL 

prejudices,  his  basis  of  morals  and  religion,  his  sub- 
conscious self. 

The  reference  of  a  stimulus  from  a  spinal  nerve  center 
to  a  brain  center,  and  its  transference  in  the  brain  to 
a  motor  nerve,  requires  thought.  Thought  is  necessary 
for  mental  development,  but  it  would  be  very  exhaust- 
ing if  every  sensation  had  thus  to  be  consciously  re- 
sponded to.  Nature  is  always  working  out  short  cuts. 
When  a  response  is  uniformly  through  one  motor 
nerve,  and  a  sensation  is  therefore  uniformly  followed 
by  the  same  action,  the  stimulus,  instead  of  journeying 
to  the  brain,  transfers  to  the  efferent  nerve  directly 
from  the  center  in  the  spinal  cord,  —  that  is,  the  action 
becomes  automatic.  Not  only  thought  but  time  and 
nervous  energy  are  thereby  economized. 

The  time  required  between  stimulus  and  response  is 
the  reaction  time.  In  an  individual  of  phlegmatic 
temperament  the  reaction  time  is  slow;  in  the  active 
temperament  it  is  quick,  often  impulsive.  By  atonic 
regime  (involving  cold  baths,  laxative  diet,  vigorous 
physical  exercise)  the  too  phlegmatic  may  be  developed 
into  more  alert  responsiveness.  By  a  quieting,  seda- 
tive physical  regime  (increased  sleep,  rhythmic  exercises, 
freedom  from  stress)  the  too  active  temperament  may  be 
toned  down.  Other  temperamental  changes  may  be 
developed,  especially  during  infancy  and  early  child- 
hood, while  the  nervous  system  is  still  plastic. 

The  nervous  system  needs  the  stimulus  of  environ- 
ment for  its  development.  If  the  eyes  of  a  normal 
baby  were  bandaged  and  his  ears  stuffed  with  cotton, 
so  he  could  receive  neither  sight  nor  sound  stimuli, 
and  his  arms  and  legs  were  kept  bound  tight  so  he 
could  not  move,  his  mental  development  would  be 
hindered.  If  too  many  or  too  severe  stimuli  are  pre- 
sented, the  nervous  system  is  irritated,  confused, 
overworked,  and  development  is  retarded.  The  child 
himself   will   select  from  a  normal   environment  the 


EDUCATION  OF  THE  LITTLE  CHILD  203 

stimuli  that  he  needs.  Others  should  not  be  forced 
upon  him. 

Whatever  stimulus  is  exerting  the  strongest  impres- 
sion will  hold  the  child's  attention  and  direct  his  emo- 
tions and  action.  If  a  child  is  himself  absorbed  with 
some  normal  object  or  interest,  it  is  tactless  to  attempt 
to  divert  this  to  some  imposed  academic  interest.  If 
he  is  in  physical  discomfort,  it  is  a  waste  of  time  to 
attempt  to  give  him  instruction  until  the  discomfort  is 
removed.  On  the  other  hand,  if  a  discomfort  cannot 
be  removed,  or  if  the  object  of  his  attention  is  morbid 
or  unworthy,  the  supplying  of  a  more  attractive  counter- 
stimulus  (as  the  telling  of  an  absorbing  story  or  the 
observation  of  activities  out  of  the  window,  or  doing 
some  other  work  with  his  hands)  is  the  natural  and 
constructive  method. 

The  Psychological  Basis  of  Education.  Self-activity 
is  the  natural  method  of  education.  This  is  Froebel's 
term.  Rousseau  called  it  learning  to  do  by  doing; 
Dewey  calls  it  education  by  development ;  Montessori's 
term  is  auto-education.  Free  play  is  the  child's  self- 
activity,  when  he  chooses  what  he  shall  play,  how,  and 
with  what  implements.  Montessori  calls  this  work, 
when  it  is  doing  something  useful  or  intellectually 
educative. 

The  chief  guide  in  the  child's  self-activity  is  his 
interest.  In  this  connection  interest  signifies  not  a 
passing  whim  or  fancy  but  the  child's  needs,  the  inner 
urgings  of  his  instincts,  his  nerves,  and  muscles.  Prob- 
ably no  one  can  know  so  well  as  the  individual  child 
exactly  what  his  needs  and  interests  are  at  any  given 
time.  The  best  the  teacher  can  do  is  to  know  the 
typical  interests  of  children  at  the  same  stage  of  de- 
velopment, and  then  to  supply  an  environment  that 
will  provide  stimulus  and  the  most  valuable  means  for 
exercise.  For  instance,  at  the  noise-loving  stage, 
providing  a  great  range  of  instruments,  suited  to  his 


204  THE  MOTHERCRAFT  MANUAL 

muscular  development,  that  will  give  good  qualities 
and  range  of  sound,  and  accustom  his  ear  to  melodious 
sounds. 

Liberty,  as  Montessori  means  it,  is  freedom  for  self- 
activity.  Her  meaning  is  often  misinterpreted  and 
distorted,  as  will  be  noted  from  the  following  state- 
ment, quoted  directly  from  her  "  Method  "  :  "  The 
liberty  of  the  child  should  have  as  its  limit  the  collective 
interest;  as  its  form,  what  we  universally  consider 
good  breeding.  We  must,  therefore,  check  in  the  child 
whatever  offends  or  annoys  others,  or  whatever  tends 
toward  rough  or  ill-bred  acts.  But  all  the  rest,  —  every 
manifestation  having  a  useful  scope,  —  whatever  it 
may  be,  and  under  whatever  form  it  expresses  itself, 
must  not  only  be  permitted,  but  must  be  observed  by 
the  teacher.  ...  If  any  educational  act  is  to  be 
efficacious,  it  will  be  only  that  which  tends  to  help 
toward  the  complete  unfolding  of  this  life.  To  be 
thus  helpful  it  is  necessary  rigorously  to  avoid  the 
arrest  of  spontaneous  movements  and  the  imposition 
of  arbitrary  tasks.  It  is,  of  course,  understood  that 
here  we  do  not  speak  of  useless  or  dangerous  acts,  for 
these  must  be  suppressed,  destroyed." 

The  child's  life  is  a  constant  unity  of  physical- 
mental-spiritual,  of  thinking-feeling-willing-living-do- 
ing. Only  for  purposes  of  discussion  should  we  attempt 
to  separate  these.  In  education  there  is  danger  of 
overemphasizing  some  one,  especially  the  thinking, 
of  neglecting  the  spiritual,  the  feeling  and  willing,  and 
of  ignoring  the  doing,  the  motor  expression  of  the 
thought. 

In  teaching  anything  new,  build  on  what  the  child 
already  knows  or  is  interested  in  or  can  do.  Begin 
with  simple  processes  and  proceed  by  gradual  steps 
to  the  more  complex  and  difficult.  The  child  thinks 
in  concrete  terms,  therefore  let  his  instruction  and 
education  be  chiefly  in  concrete  terms,  at  least  up  to 


EDUCATION  OF  THE  LITTLE  CHILD  205 

nine  years.  Let  his  learning  come  through  living 
experience,  at  first  hand,  so  far  as  possible.  Especially 
avoid  mere  forms  of  words,  without  meaning  and  appre- 
ciation. Cultivate  initiative  by  following  the  child's 
problems,  rather  than  by  substituting  your  problems 
for  his  and  thus  leading  him  to  depend  upon  others  for 
such  initiative. 

It  is  a  great  responsibility  of  early  education  to  culti- 
vate and  plant  many  centers  of  normal  interest,  both  of 
thought  and  feelings.  The  wider  the  range  of  the  child's 
normal  interests  and  feelings,  the  greater  the  scope  of 
richness  in  his  life.  Intensive  development  of  interests 
has  its  period  in  youth  and  in  later  adolescence. 

Any  effort  to  force  an  interest  is  likely  to  result  in  a 
reaction  against  the  subject;  an  effort  to  force  any 
motor  activity,  as  speech,  walking,  dancing,  is  likely 
to  result  in  strain  of  muscles  and  nerves,  and  ultimate 
retardation.  Too  early  an  intellectual  interest,  of  a 
bookish  sort,  needs  careful  watching,  to  see  that  it 
does  not  result  in  overstrain  and  later  mediocrity. 
Such  a  child,  especially  of  the  nervous,  slender  type, 
may  need  to  be  diverted  to  wholly  motor  and  outdoor 
interests,  for  the  sake  of  his  future  good.  Genius 
develops  early,  especially  artistic  genius,  and  needs 
much  physical  life  to  maintain  a  balance.  Mental  pre- 
cocity often  is  not  genius  but  a  morbid  development. 
Infant  prodigies  are  not  the  ideal,  and  it  is  a  false  am- 
bition to  attempt  to  produce  one.  The  mental  powers 
should  not  atrophy,  but  they  should  be  exercised  in 
personal  exploration,  experimentation,  construction, 
getting  acquainted  with  the  natural  world,  learning 
how  to  do  motor  work,  and  thinking  leisurely  on  the 
countless  problems  that  present  themselves  to  the 
child's  own  mind. 

Sensory  and  Motor  Training.  These  begin  almost 
at  birth  and  should  proceed  much  together.  The 
sense  of  touch  should  be  cultivated  by  having  a  variety 


206  THE  MOTHERCRAFT  MANUAL 

of  shapes  and  sizes  to  handle  from  infancy ;  sound  by  a 
variety  of  musical  toys  and  agreeable  noise-producing 
implements ;  color  and  form  by  varieties  of  color  in 
toys  and  fabrics.  Sense  discrimination  begins  con- 
sciously in  the  second  and  third  year,  and  the  child 
should  then  have  graded  series  of  sizes,  shapes,  colors, 
and  sounds,  to  compare,  match,  discriminate  between, 
and  arrange  in  order.  The  child  should  learn  to  dis- 
criminate direction  of  sound,  to  judge  of  distances  and 
relative  weights.  Every  possible  advantage  should  be 
taken  of  material  about  the  house  and  in  everyday  life ; 
many  simple  games  should  be  invented  for  testing  of 
sense  discrimination  and  accuracy.  Taste  and  smell 
deserve  but  little  attention.  With  a  very  sensitive 
child  a  limited  amount  of  sense-discrimination  work 
should  be  done;  with  a  phlegmatic  child  much  of 
such  training  may  increase  his  sensitiveness.  Sensa- 
tion should  never  be  stimulated  as  an  end  in  itself 
but  as  a  means  to  perception  and  action. 

Opportunity  for  exercise,  and  the  simple  exercises 
given  elsewhere,  are  all  the  child  needs  for  motor 
training  during  the  first  year.  During  the  second  year 
he  should  be  taught  how  to  go  up  and  down  stairs,  to 
feed  himself;  and  in  the  next  year  to  dress  himself, 
the  fastenings  of  clothing  being  in  front  or  on  the 
shoulder,  and  the  apparatus  adapted  to  his  fingers, 
using  snappers  or  buttons  that  he  can  manage.  By 
teaching  rhythm,  as  elsewhere  directed,  marching  and 
skipping  can  be  done  as  soon  as  the  necessary  muscles 
and  nerves  are  sufficiently  developed.  Swimming 
can  be  learned  at  about  four  years.  Muscles  of  trunk, 
limbs,  and  hands  (the  fundamental  muscles)  should 
be  trained  early ;  the  accessory  muscles  — fingers, 
eyes  —  are  not  ready  for  fine  adjustments  and  train- 
ing until  about  seven  years.  Space  and  apparatus  are 
the  chief  needs  in  motor  education,  with  occasional 
help  in  technique. 


EDUCATION  OF  THE  LITTLE  CHILD  207 

ff 

Language.  After  the  babblings  of  the  first  year,  with 
their  natural  voice  gymnastics,  language  becomes  a 
matter  of  observation  and  imitation.  Provide  all 
through  childhood  accurate  examples  of  articulation, 
grammar,  and  accent.  The  first  impressions  and  speech 
habits  are  relatively  fixed.  "  Baby  talk  "  to  the  child, 
as  incorrect  articulation  and  pronunciation,  may  re- 
tard normal  speech  a  year  or  more,  and  give  incorrect 
words  that  will  be  a  cause  of  embarrassment  and  cost 
great  effort  to  eradicate  later.  At  one  year  the  vocab- 
ulary will  include  about  four  words.  The  child  who 
hears  a  wide  range  of  vocabulary  and  who  has  his  share 
of  stories,  will  naturally  acquire  a  vocabulary  of  several 
hundred  words  in  the  second  year  and  about  a  thousand 
in  each  succeeding  year.  Sentence  formation  begins 
in  the  second  year  and  should  be  cultivated  in  the  third. 
Sounds  incorrectly  given  by  four  years  should  receive 
special  attention  through  brief  imitation  games,  or 
have  the  attention  of  a  specialist.  The  simplest 
rudiments  of  grammar  may  be  given  in  youth,  but 
correct  grammatical  speech  is  chiefly  a  matter  of  good 
examples  in  childhood.  A  large  store  of  good  adjectives 
and  exclamations  will  be  the  surest  preventive  of  slang. 
It  is  considered  wiser  to  wait  until  about  five  years, 
when  the  child  has  mastered  ■  the  accent,  practical 
grammar,  idioms  and  feeling  for  his  native  tongue, 
before  cultivating  intensive  acquaintance  with  a  foreign 
language.  Such  additional  language  teaching  should, 
of  course,  be  by  conversation,  songs,  stories,  games, 
following  as  closely  as  possible  the  natural  method 
of  learning  the  mother  tongue.  A  few  conversational 
phrases  from  a  number  of  different  languages  will 
broaden  the  child's  horizon.  They  should  be  given  by 
some  one  who  speaks  the  language  with  native  accent. 

Reading  and  writing  are  further  use  of  language 
through  symbols.  They  are  slower  forms  of  expression 
than  speech,  and  their  acquisition  at  too  early  an  age 


208  THE  MOTHERCRAFT  MANUAL 

impedes  the  freedom  of  thought  and  may  retard  the 
natural  growth  of  thought  and  language  powers.  The 
eyes  and  fingers  are  not  ready  for  fine  work  until  about 
eight  years  of  age.  The  child  needs  the  outdoor  life 
and  first-hand  experiences.  As  a  matter  of  general 
observation,  normal  children  with  a  natural  environ- 
ment, w^ho  do  not  enter  the  traditional  school  until 
about  nine  years,  are  able  to  proceed  with  children 
of  their  own  age  who  have  spent  three  years  in  school. 
The  former  children  pick  up  reading  at  home,  and  have 
acquired  the  physical  development,  power  of  initiative, 
and  expression,  which  enable  them  to  cope  fully  as 
well  as,  if  not  better  than  the  earlier  entering  children, 
with  the  problems  of  the  school  curriculum  and  of  life. 

Attention.  This  is  chiefly  voluntary  during  the  first 
six  years.  The  child  is  capable  of  intense  and  long 
voluntary  concentration.  Avoid,  so  far  as  practicable, 
interrupting  the  baby's  staring  or  the  child's  absorption 
in  his  play.  The  power  of  concentration  thus  developed 
will  remain  to  be  utilized  with  any  interest.  For 
necessary  situations  later,  instead  of  attempting  to 
force  involuntary  attention  in  an  uninteresting  prob- 
lem, the  more  pedagogical  way  is  to  find  the  phase 
of  interest  in  the  problem;  then  concentration  will 
follow  automatically.  To  divert  attention,  provide 
some  more  absorbing  interest.  The  child  whose 
attention  is  absorbed  should  be  spoken  to  only  when 
his  attention  is  required.  From  babyhood  he  should  be 
trained  to  look  directly  at  the  person  who  is  speaking 
to  him,  to  obey  the  first  time  spoken  to,  and  to  follow 
a  direction  or  command  promptly  without  its  repetition. 

Observation.  Children  naturally  observe  action 
and  striking  or  unusual  characteristics.  The  range 
of  objects  and  qualities  they  observe  may  be  greatly 
increased  by  suggestion  and  by  increasing  their  range 
of  interests.  Definiteness  and  accuracy  of  observation 
are  increased  by  drawing,  painting,  modeling,  and  by 


EDUCATION  OF  THE  LITTLE  CHILD  209 

any  creative  work,  whether  making  a  wagon  or  telHng 
a  story,  particularly  after  six  years  of  age.  Alertness 
of  observation  is  increased  by  games  requiring  quick 
action  for  defense,  protection,  or  to  win  a  point,  as  in 
"  Drop  the  Handkerchief.''  Observation  of  a  larger 
number  of  details,  as  well  as  quickness  and  accuracy, 
are  increased  by  asking  for  a  description  of  persons  or 
objects,  of  articles  in  a  store  window  or  on  a  table,  or 
the  imitation  of  a  complex  movement  or  series  of 
movements  seen  only  once. 

Memory.  Vividness  of  impression,  variety  of  asso- 
ciations, and  repetition  are  the  factors  in  memorizing. 
The  object  or  incident  therefore  must  be  clearly  defined 
and  must  have  the  child's  full  attention.  Fewer 
repetitions  will  then  be  required.  Obviously  the  child's 
interest  is  a  chief  factor  in  attention.  Energy  is  there- 
fore economized  by  presenting  data  for  memorizing 
when  the  child  is  interested  and  consequently  ready 
for  it.  This  applies  very  practically  to  formulae,  such 
as  the  alphabet,  new  words,  mathematical  tables. 
Rhythm  and  rhyme  are  easily  memorized  in  childhood, 
and  valuable  facts  put  in  this  form  will  be  retained 
longer.  Such  verbal  memory  is  especially  strong  from 
two  to  seven  years.  This  period  should  be  utilized 
for  teaching  great  thoughts,  in  poems  and  songs, 
especially  those  with  emotional  value,  great  songs  and 
stories,  chiefly  in  terms  the  child  understands.  The 
facts  will  be  forgotten,  but  the  emotions  and  ideals 
will  remain  with  him  through  life.  The  period  from 
nine  to  twelve  is  the  time  for  much  rote  learning. 

The  greater  the  number  of  senses  on  which  an  impres- 
sion is  made,  the  greater  will  be  the  number  of  associa- 
tions, and  the  more  tenacious  the  memory  of  an  object 
or  incident.  Different  senses  vary  in  the  degree  of  re- 
tentiveness.  Things  heard  about  are  forgotten  soonest ; 
things  seen  are  remembered  longer;  things  repeated 
or  actions  done  remain  longest  in  memory.     A  few 


210  THE  MOTHERCRAFT  MANUAL 

repetitions  on  successive  days  are  more  effective 
than  many  repetitions  on  one  day.  Repeat  as  wholes, 
in  units  of  stanzas  or  paragraphs,  instead  of  lines  or 
phrases. 

Imagination.  Develop  vividness  and  wide  range 
through  exercise.  In  stories,  put  in  colors  and  sounds. 
Ask  questions  about  a  story,  to  bring  clear  pictures  of 
details.  Encourage  drawing,  painting,  and  modeling 
of  illustrations,  and  the  dramatizing  of  stories.  This  is 
better  training  of  imagination  than  to  have  stories 
already  illustrated.  Fanciful  imagination  is  poetic,  and 
some  types  of  children  are  lacking  in  this.  The  child 
should  be  trained  not  only  in  visual,  but  also  in  audi- 
tory and  motor  imagery.  Creation,  whether  of  a 
story,  song,  building,  picture,  or  game,  requires  and 
therefore  trains  imagination.  Emotional  imagination 
can  be  trained  in  part  through  dramatic  play,  in  part 
through  story-telling  with  this  purpose.  To  be  able 
to  put  one's  self  in  another's  place  is  a  basis  for  sym- 
pathy, justice,  and  altruism.  Between  three  and  six 
years,  when  imagery  is  vivid  and  exact  knowledge  of 
the  world  is  limited,  many  marvelous  tales  are  told, 
with  no  intention  of  deception.  This  is  normal  and 
to  be  treated  as  fiction,  in  dealing  with  the  child.  Care 
should  be  taken  that  it  does  not  develop  into  intentional 
deception  for  self-protection  or  vanity. 

Reasoning.  A  regular  and  consistent  regime  is  an 
early  training  in  reasoning  by  association.  Irregular 
or  inconsistent  regime  brings  confusion  of  thought.  At 
five  or  six  years  of  age,  reason  can  be  exercised  by  the 
allowing  of  choice,  in  situations  where  the  child  has 
some  basis  for  passing  judgment.  Catering  to  the 
child's  choice  in  food  or  clothing,  on  the  other  hand, 
tends  to  develop  whimsicality  and  dissatisfaction; 
asking  him  what  he  would  like,  or  if  he  wouldn't  like, 
in  any  phase  of  his  regime  or  play,  has  the  same  un- 
fortunate result.     If  his  choice  is  to  be  served,  ask  hira 


EDUCATION   OF   THE   LITTLE   CHILD  211 

directly  to  choose,  and  thereby  let  him  use  his  own 
initiative  in  thought.  Experimenting,  taking  things 
apart,  are  natural  exercises  in  analysis,  and  therefore 
to  be  given  widest  possible  opportunity.  Building  and 
constructing  require  synthetic  reasoning,  and  finding 
the  reasons  for  failures.  Classifying  of  collections  is 
an  exercise  in  reasoning.  The  brain  centers  of  abstract 
thought  and  reasoning  are  not  developed  until  the  ado- 
lescent period.  Frequent  exercises  in  judging  what 
would  be  the  best  thing  to  do,  or  the  best  way  to  do, 
should  be  made  a  training  in  practical  judgment  in  later 
childhood  and  youth. 

Morai.  Precepts  and  laws  can  be  taught  through 
stories,  proverbs,  and  authoritative  quotations.  The 
child  needs  some  of  these,  as  a  part  of  worldly  wisdom. 
Much  of  this  should  be  given  during  childhood.  Every 
story  and  situation  should  be  analyzed  to  see  what  will 
be  its  effect  on  the  moral  standards  of  the  child.  Moral 
action,  however,  further  requires  the  training  of  the 
emotions,  which  are  the  springs  of  action,  and  the  will, 
which  holds  emotions  within  the  dictates  of  reason .  The 
child's  moral  ideals  will  be  gathered  more  from  the 
character  he  sees  about  him,  and  the  stories  told  him, 
than  from  precepts.  Good  examples  and  daily  prac- 
tice are  the  chief  methods  of  teaching  morals  and 
developing  strong  character.  Respect  for  property 
and  law  can  be  taught  by  providing  the  child  with 
property  of  his  own,  and  regulating  his  life  by  an 
orderly  regime.  The  care  of  his  own  property  and 
responsibility  for  its  orderliness  will  augment  this. 

Social  virtues  should  be  inculcated  from  infancy. 
The  baby's  cry  for  attention  is  a  deep-seated  individ- 
ualism. If  encouraged,  it  makes  later  altruism  more 
difficult.  Self-reliance  and  self-dependence,  for  phys- 
ical care  and  for  amusement,  should  be  systematically 
developed,  instead  of  constant  care,  waiting  upon, 
and    amusement    from    others.     Thousfhtfulness    for 


212  THE  MOTHERCRAFT  MANUAL 

others  can  begin  when  the  baby  bites  and  slaps,  though 
in  play,  by  showing  him  how  it  feels;  in  the  little 
child,  by  encouraging  him  to  make  little  gifts  or  sur- 
prises as  daily  events.  Courtesy,  kindly  criticism, 
loyalty  to  friends,  freedom  from  gossip,  he  will  learn 
by  imitation  of  those  about  him.  For  training  in 
generosity,  he  needs  two  or  three  other  children  about 
his  own  age,  from  the  time  he  is  three  years  old. 
Quarreling,  which  is  an  effort  toward  social  adjustment, 
is  to  be  expected  throughout  childhood,  and  many 
quarrels  should  be  ignored,  left  to  the  children's  sense 
of  fairness  and  generosity  to  adjust.  Tattling,  bully- 
ing, and  resentful  criticism  should  be  shown  in  their 
own  ugly  light  and  thus  discouraged.  Group  games, 
which  the  children  naturally  begin  to  play  at  six  years, 
are  a  good  schooling  in  the  practice  of  justice,  fairness, 
and  social  cooperation.  Civic  responsibility  should  be 
cultivated  from  early  childhood  by  the  practice  of 
things  that  the  children  can  do,  such  as  keeping  the 
sidewalks  clear  of  litter  instead  of  scattering  that 
about.  Patriotism  should  be  taught  chiefly  as  a 
responsibility,  rather  than  a  form  of  excitement  or 
vanity.  International  sympathy  can  be  cultivated 
through  sympathetic  acquaintance  with  children  of 
other  countries,  through  pictures  and  stories,  drama- 
tizing of  their  ways,  through  personal  acquaintance, 
either  directly  or  by  correspondence.  The  roots  of 
international  peace,  or  of  strife  and  militarism,  are 
planted  in  the  nursery. 

Emotions  need  training  in  expression,  control, 
depth,  and  genuineness.  Submission  and  easy  content- 
ment are  not  a  virtue  in  childhood  but  a  weakness.  In 
a  strong  character,  emotions  are  strong,  and  their 
expression  strong,  but  needing  guidance  and  poise. 
Any  emotion,  —  for  instance,  love  of  country,  of 
friends  or  parents,  —  should  not  be  permitted  to  stop 
merely  with  the  pleasurable  sensation  of  excitement  and 


EDUCATION  OF  THE  LITTLE  CHILD  213 

emotional  glow,  but  the  child's  attention  should  be 
called  directly  and  also  by  stories  to  the  necessity  for 
putting  a  generous  emotion  into  active  expression,  by 
doing  some  helpful  deed,  or  by  carrying  responsibility. 
This  is  the  completion  of  the  reflex  arc.  Tantrums 
and  temper  should  be  prevented  whenever  possible 
by  forewarning  the  child,  for  instance,  that  play  must 
end  when  the  next  block  house  has  been  finished.  The 
new  adjustment  of  emotions  and  expectations  is  slower 
in  the  child  than  in  the  adult,  and  needs  forewarning. 
Some  children  develop  an  unpleasant  forwardness  or 
gushing,  the  former  an  overdeveloped  individualism, 
the  latter  a  childish  sensualism,  both  superficial. 
Meeting  these  with  indifference  and  inattention  Vv^ill 
usually  reduce  them  automatically.  The  child  of  very 
intense  or  poorly  controlled  emotions  needs  careful 
attention  in  a  regular,  outdoor  physical  regime,  the 
daily  nap,  rhythmic  exercises  and  games  which  train 
in  relaxation,  and  constant  examples  of  even-tempered, 
well-poised  character.  The  fear  that  commonly  de- 
velops in  the  third  or  fourth  year  may  be  somewhat 
forestalled  by  teaching  confidence  through  walking  in 
the  dark,  acquaintance  with  living  creatures,  trust  in  a 
kindly  Providence.  Many  stories  of  bravery  should 
be  told  in  the  fearsome  period,  and  poetry  or  verses 
taught  that  inspire  courage  and  confidence.  Fear- 
some stories  are  a  crime  against  childhood,  although 
later  childhood  and  youth  may  thrive  upon  them. 
Control  of  emotions  is  gained  in  part  through  deter- 
mination of  will,  in  part  through  change  of  attention ; 
the  latter  is  the  more  natural  and  pedagogical  method. 
Sense  of  humor  should  be  cultivated  for  its  moral 
value  in  relieving  tension  and  carrying  the  individual 
through  emotional  stress,  as  well  as  for  giving  a  clearer 
view  of  comparative  values. 

Will-training   includes    exercise    of   free    choice    in 
matters  not  of  mere  taste  or  whim  but  of  reasoning 


214  THE  MOTHERCRAFT  MANUAL 

and  moral  choice ;  and  of  continued  effort  against  the 
call  of  inclination.  Stubbornness  is  a  refusal  to  yield, 
notwithstanding  the  evident  reasonableness  or  the 
greater  moral  value,  and  is  evidence  of  a  weak  will.  It 
is  now  recognized  as  immoral  to  attempt  to  ''  break  a 
child's  will",  compelling  him  to  yield  without  attempt- 
ing to  show  him  the  reasonableness.  The  burden  of 
reasoning  and  moral  choices  in  daily  life  should  be 
placed  upon  the  child  as  rapidly  as  he  is  able  to  exercise 
this  wisely  and  with  firmness,  and  he  should  be  praised 
for  his  good  will  and  shown  the  weakness  of  failure. 
Confidence  expressed  in  his  good  will,  expecially  when 
he  is  on  his  own  honor,  will  strengthen  this  ability. 
Training  in  control  of  appetite  for  food,  by  regularity 
of  meals,  no  eating  between  meals  (especially  of  sweet- 
meats when  on  pleasure  trips),  the  waiting  at  meals 
for  the  saying  of  grace  and  the  serving  of  others,  all 
strengthen  the  will  for  greater  demands  upon  it  in 
later  years.  Development  of  concentration  in  play 
and  games  is  a  training  of  will-power.  Special  exercises 
in  motor  balance  and  equilibrium,  in  endurance,  in 
self-denial,  can  be  devised  as  further  will-training. 

Eugenics  and  Sex  Education.  This  is  an  education 
in  social  ideals  and  relations.  Consideration  for  the 
child's  own  future  children  is  an  instinctive  ideal  that 
can  be  naturally  fostered  in  early  childhood,  and  there- 
after accepted  as  matter  of  course.  Modesty,  self- 
respect,  respect  for  his  or  her  own  person,  needs  to  be 
cultivated  from  infancy,  in  all  the  details  of  physical 
care  and  regime.  As  childhood  develops  into  youth, 
the  expression  of  affection  needs  to  be  increasingly 
circuited  into  thoughtful  deeds  of  service,  and  away 
from  mere  direct  sense  pleasure  and  expression.  Social 
relations  between  boys  and  girls  at  all  ages  should  be 
treated  sensibly,  without  silliness,  emphasis  of  class 
distinctions,  or  morbidness.  In  both  boys  and  girls 
should  be  cultivated  a  spirit  of  reserve,  of  chivalry  and 


EDUCATION  OF  THE  LITTLE  CHILD  215 

helpfulness.  With  youth,  this  may  naturally  be  based 
on  the  ideal  (which  needs  the  merest  suggestion)  of 
worthy  preparation  for  the  future  home,  and  the  treat- 
ing of  other  boys  and  girls  as  the  child  would  have  his 
or  her  future  mate  meantime  treated  by  others.  The 
significance  of  real  monogamic  marriage  should  be 
made  clear,  in  its  greater  confidence  and  happiness 
between  parents,  and  especially  in  the  better  care  and 
training  of  the  children.  The  child  needs  to  be  pro- 
vided with  inhibiting  and  controlling  ideals  before 
the  stress  of  adolescence. 

The  child's  natural  biological  questions,  which  begin 
about  three  years,  should  be  answered  naturally,  both 
poetically  and  scientifically.  Through  the  study  of 
plants,  gardening,  the  care  of  birds  and  pets,  enough 
of  the  principles  of  heredity,  anatomy,  and  physiology 
should  be  given  the  child  before  seven  years  to  satisfy 
his  curiosity,  to  give  him  a  scientific  attitude  toward 
reproduction  before  the  development  of  sex-conscious- 
ness, and  to  enable  him  to  classify  the  development  of 
a  new  generation  among  the  natural  processes  of  nature, 
instead  of  overemphasizing  and  distorting  its  perspec- 
tive. Emphasis  should  be  placed  upon  the  care  of  the 
young  and  forethought  for  their  protection,  rather  than 
upon  organs  and  processes.  Scientific  knowledge  of 
biology  gives  necessary  clearness  of  thought,  but  only 
training  of  emotions  and  will  are  effective  for  assuring 
conduct. 

Economics.  Thrift  is  taught  by  the  toy  bank,  by 
the  orderly  care  and  repair  of  toys  and  clothing,  the 
orderly  saving  of  possibly  useful  odds  and  ends;  in 
early  childhood  by  a  weekly  allowance,  even  of  a  few 
pennies,  with  freedom  in  use,  and  with  occasional 
discussions  of  what  might  be  obtained  with  a  stated 
sum.  Promptness,  accuracy,  and  thoroughness  in 
obeying  or  in  performing  the  tasks  assigned  in  child- 
hood,   are   preparation   for   industrial   efficiency.     In 


216  THE  MOTHERCRAFT  MANUAL 

early  childhood  action  is  necessarily  slower  and  move- 
ment awkward  because  of  incomplete  motor  develop- 
ment. In  later  childhood  a  vision  of  engineering  effi- 
ciency, a  habit  of  w^orking  for  reduction  of  time  and 
energy  cost,  can  be  developed  through  competitions, 
direct  reduction  games  or  problems,  discussions  of  the 
value  of  time  and  energy  and  of  simple,  fundamental 
ways  for  economizing.  Through  tracing  the  source  of 
his  own  food  and  clothing,  as  well  as  through  his  own 
manual  efforts,  can  be  fostered  respect  for  all  labor  and 
the  ambition  to  work  efficiently.  Respect  and  appre- 
ciation for  workers,  especially  those  who  serve  his  needs 
in  the  household,  are  developed  chiefly  through  example 
of  his  elders. 

Obedience.  Commands  and  prohibitions  should  be 
the  fewest  necessary  and  chosen  carefully.  Given  as 
a  request  or  suggestion  rather  than  a  direct  command, 
the  form  carries  a  sense  of  courtesy  that  develops 
sympathy,  self-respect  and  more  ready,  whole-hearted 
compliance.  Commands,  when  necessity  requires,  then 
have  greater  force.  Any  request  or  command  should 
be  given  distinctly,  definitely,  kindly,  firmly,  with  the 
requirement  of  the  full  attention  of  the  child  and  com- 
plete, prompt  obedience.  Repetition  of  a  command 
fosters  inattention  and  disrespect  for  authority.  In- 
difference to  disobedience,  yielding  to  teasing,  per- 
mitting petty  arguing,  all  foster  evasion,  falsehood, 
carelessness,  disrespect  for  authority.  Unnecessary, 
unreasonable,  or  inconsiderate  commands  develop  con- 
trariness, stubbornness,  contempt,  and  weaken  the 
child's  sympathy  and  comradeship.  Inconsistency  in 
commands,  discipline,  or  punishment,  or  dogmatic 
stubbornness  that  will  not  consider  the  possibility  of  a 
change  in  the  command  or  allow  any  discussion,  brings 
contempt.  Use  positive,  affirmative  suggestions,  tell- 
ing the  child  what  to  do.  Studiously  avoid  negative 
discipline,  prohibitions,  dont's. 


EDUCATION  OF  THE  LITTLE  CHILD  217 

Discipline.  The  purpose  of  discipline  should  not  be 
revenge  or  a  cultivation  of  humiliation,  or  breaking 
the  will  of  the  child.  It  should  be  devised  to  lead  the 
child  to  prefer  the  right;  to  think  before  he  acts  in- 
stead of  acting  merely  upon  impulse;  to  exercise  his 
will-power  and  courage  in  obeying  his  conscience  in- 
stead of  following  the  line  of  least  resistance  by  yield- 
ing to  his  whim,  his  appetites,  or  even  to  his  instincts 
out  of  due  season.  Therefore  a  rational,  consistent 
discipline  must  be  well  thought  out  for  different  typical 
situations  before  these  arise,  that  it  may  be  administered 
wisely,  not  impetuously  or  in  anger.  It  must  be  just, 
firm,  kindly,  foresighted.  As  nearly  as  circumstances 
will  permit,  the  child  should  learn  through  his  personal 
experience  and  observation  the  consequences  of  action ; 
and  punishment  should  be,  as  far  as  practicable,  a 
natural  consequence  of  the  act.  Artificial  rewards, 
especially  in  the  form  of  material  things  as  money, 
toys,  candy,  are  demoralizing,  developing  a  spirit  of 
graft  and  discontent,  dulling  the  moral  and  spiritual 
sense,  and  having  the  effects  common  to  any  artificial 
stimulants.  Nagging,  scolding,  threats  of  punish- 
ment without  its  execution,  cultivate  a  disrespect  for 
all  law  and  authority,  as  well  as  for  the  person  thus 
weakly  failing  to  exercise  poise  and  authority.  There 
is  also  a  type  of  sentiment  that  easily  becomes  senti- 
mentality, which  is  no  less  repugnant  to  the  child. 
Cultivate  the  child's  self-respect,  self-confidence  and 
ambition.     Avoid  calling  him  bad  or  naughty. 

Discipline  should  be  adapted  to  the  child's  tempera- 
ment, to  his  stage  of  development,  and  to  the  particular 
offense.  A  sensitive,  high-strung,  imaginative  child 
must  be  dealt  with  gently  though  firmly,  with  special 
care  that  his  self-respect,  his  confiding,  his  expressive- 
ness are  not  weakened.  A  sturdy,  matter-of-fact, 
phlegmatic  realist  usually  needs  more  concrete, 
vigorous,  physical  form  of  punishment  to  make  him 


218  THE  MOTHERCRAFT  MANUAL 

perceive  the  significance  of  events.  The  stubborn  child 
may  be  benefited  most  by  being  given  opportunity  to 
prescribe  his  own  punishment. 

Some  Natural  Consequences  as  Punishments. 
Quarreling,  disagreeableness,  selfishness:  being  re- 
moved from  play  with  other  children.  Temper:  put 
quietly  to  bed,  or  left  alone,  or  placed  in  bed  with  a 
cold  cloth  on  the  head ;  with  some  children,  spanking, 
calmly  administered.  Biting,  slapping  or  other  per- 
sonal injury :  doing  same  to  the  offender,  to  demon- 
strate how  it  hm'ts.  Impudence,  vulgar  words: 
mouth  washed  with  soap  and  clean  cloth.  Lack  of 
promptness :  loss  of  consequent  pleasure.  Neglect 
in  care  of  toys :  temporary  deprivation  of  toys.  Care- 
less work:  repetition  until  satisfactory.  Wanton 
injury  of  property:  work,  or  giving  of  some  valued 
personal  property  to  pay  for  loss.  Disobedience: 
putting  to  bed ;    deprivation  of  consequent  pleasure. 

Reprehensible  and  unnatural  forms  of  punishment 
include  putting  child  into  dark  closet;  striking  on 
head  or  hands ;  punishing  in  presence  of  others ;  social 
humiliation  or  other  needless  mental  suffering;  de- 
priving of  a  meal  (although  bread  and  water  may  be 
substituted).  Punishing  without  definite  cause,  or  if 
the  justice  is  not  clear  to  the  child,  is  immoral.  Punish- 
ment should  never  be  administered  in  anger  but  calmly, 
firmly,  with  a  spirit  of  regret  but  inevitableness. 

To  be  effective,  punishment  should  follow  promptly 
on  the  misdeed.  Bedtime  should  not  be  a  time  for 
scolding  or  discussion  of  faults  but  of  happiness  and 
inculcating  of  ideals.  To  maintain  due  respect  and 
sympathy  for  father,  as  well  as  for  the  mother's  own 
self  and  authority,  there  should  be  no  threats  of  telling 
father  of  misdeeds,  or  leaving  punishment  for  him  to 
administer. 

The  problem  of  discipline  is  reduced  to  a  minumum 
when    children    have    a    regular,    healthful    physical 


EDUCATION  OF  THE  LITTLE  CHILD  219 

regime  and  diet,  freedom  from  unnatural  excitement, 
abundant  play  space  and  material,  consistent  moral 
training  from  infancy.  Many  little  pranks  and  minor 
misdemeanors  should  be  overlooked.  When,  however, 
the  child  has  committed  a  serious  wrong,  or  when  one 
form  of  misdemeanor  (as  lack  of  promptness)  is  be- 
coming frequent,  or  when  the  child  has  evidently  done 
something  which  he  knows  to  be  wrong,  discipline  should 
be  prompt  and  definite. 

Habits.  Habits  are  formed  by  repetition  of  the 
same  action,  in  the  same  way.  The  first  time  the  re- 
sponse is  made  it  makes  a  deep  impression  on  the 
nervous  system,  and  change  from  the  first  doing  is 
most  difficult.  Every  exception  allowed  or  permitted 
causes  a  hesitation  or  doubt  that  delays  complete 
formation  of  the  habit.  To  prevent  the  formation  of 
a  habit,  prevent  the  first  doing.  The  first  time  not 
only  establishes  a  path  in  the  nervous  system;  it 
establishes  a  mental  attitude  of  familiarity  and  ease 
with  the  action  and  its  environment.  To  break  a 
habit,  break  it  off  abruptly  and  completely.  Every 
time  the  action  is  done,  it  is  harder  not  to  repeat  it ; 
if  it  is  a  moral  problem  the  moral  fiber  is  weakened  by 
each  yielding  against  conscience.  A  complete  change 
of  environment,  calling  for  a  new  adjustment  of  action, 
is  the  greatest  help  in  breaking  an  old  habit.  Some 
constructive  outlet  for  the  energy  should  be  provided. 
The  child's  sense  of  humor  or  disgust  are  moral  avenues 
of  appeal  in  the  formation  of  habits. 

Habits  of  mental  activity,  of  method  of  work,  of 
attitude  toward  life  and  people,  of  moral  action,  as 
well  as  of  motor  action,  are  being  formed  from  birth. 
Life  is  conserved  by  training  in  good  habits  from  the 
start. 

Religious.  No  phase  of  education  is  more  important. 
Religion  is  a  matter  primarily  of  emotions  and  conduct, 
rather  than  of  philosophical  thought.     Little  children 


220  THE  MOTHERCRAFT  MANUAL 

are  religious,  but  their  religion  is  naturally  very  differ- 
ent from  that  of  the  adult ;  they  have  much  religious 
feeling  and  thought,  but  little  respect  for  ecclesiasticism, 
creeds,  rites,  which  mean  nothing  to  them.  The 
child's  ideas  of  God  are  concrete,  personal,  related 
to  himself,  as  is  all  his  thinking.  He  naturally  thinks 
of  every  object  as  being  like  himself,  having  power  to 
think,  feel,  and  do;  therefore  he  is  easily  a  nature- 
worshipper.  Training  of  the  religious  feelings  can 
begin  in  infancy,  in  the  development  of  sympathy  be- 
tween parents  and  child,  in  confidence  and  trust  in  his 
parents  (who  represent  Providence  to  him),  in  grati- 
tude for  their  care,  in  obedience  and  respect  for  their 
authority,  and  in  wonder  and  awe  for  natural  phenom- 
ena. The  child  from  four  to  nine  years  of  age  responds 
readily  to  examples  and  suggestion  of  reverence. 

Training  in  the  performance  of  religious  rites,  such 
as  the  saying  of  grace  before  meals,  prayers,  attendance 
at  religious  services,  participating  in  religious  worship, 
are  motor  habits  readily  acquired  at  about  the  same 
age,  which  then  remain  as  lifelong  tendencies.  If 
neglected  in  this  period,  they  are  less  likely  to  be  formed 
later.  Even  the  motor  attitudes  of  worship  bring 
some  feeling  of  reverence  and  worship.  Religious  wor- 
ship, however,  is  not  to  be  forced.  To  compel  a  child 
to  say  a  prayer  or  participate  in  any  form  of  religious 
worship  against  his  inclination  will  foster  a  revolt 
against  all  religion.  When  religious  worship  is  a 
natural  and  sincere  part  of  the  family  life,  the  child 
will  naturally  ask  for  a  prayer  to  say,  or  for  the  privilege 
of  attending  a  service,  when  this  interest  is  ready  for 
exercise.  To  allow  a  child  to  rattle  off  a  prayer,  or 
say  it  inattentively,  flippantly,  or  to  show  off,  or  to 
permit  him  to  treat  any  sacred  place,  objects,  or  rites 
flippantly,  is  to  foster  irreverence  and  weaken  the 
religious  sense.  Service  to  God,  to  an  ideal,  to  people, 
as  an  integral  part  of  religion,  is  an  association  that  is 


EDUCATION  OF  THE  LITTLE  CHILD  221 

not  instinctive,  but  one  that  the  child  needs  to  be 
taught  by  example,  precept,  and  training. 

The  child's  natural  questions  about  the  cause  of 
natural  phenomena,  the  purposes  and  meaning  of 
life,  the  possibility  and  nature  of  death  and  immortality, 
the  nature  of  God,  provide  opportunity  in  due  season 
for  the  parent  to  answer  these  according  to  his  own 
conscience.  The  child  demands  definite,  positive 
answers,  and  has  absolute  confidence  in  the  omnis- 
cience of  the  person  who  ansv/ers  his  questions.  How 
to  answer  these  so  as  to  give  the  child  a  constructive 
basis  for  thought  and  action,  and  yet  not  to  be  so  dog- 
matic that  he  will  revolt  when  the  questioning  years  of 
adolescence  arrive,  is  a  problem  requiring  tact  and 
careful  preparation. 

Stories  from  Bible  history,  acquaintance  with  the 
geography,  customs,  individuals  of  the  Bible,  are  of 
religious  value  because  they  develop  centers  of  interest 
and  a  personal  acquaintance  with  the  Bible,  the  text- 
book of  western  religion,  thus  making  it  a  living  book 
which  he  will  naturally  read  for  its  moral  and  religious 
content.  Many  Bible  verses  and  hjnuns  should  be 
taught  during  childhood  and  youth.  These  should  be 
very  carefully  selected  to  have  some  interest  and  con- 
tent of  meaning  for  the  child  at  his  given  stage  of  devel- 
opment, although  the  depths  of  their  meaning  he  can 
only  appreciate  after  more  life  experience.  There  may 
be  real  danger  of  giving  too  early  such  significant  quota- 
tions as  The  Lord's  Prayer,  the  Ten  Commandments, 
the  Beatitudes,  so  that  the  words  are  memorized  but 
the  child  never  receives  the  impress  of  their  full  signifi- 
cance. Somewhere  between  six  and  twelve  years  they 
are  probably  most  appreciated.  Doctor  Hall  considers 
that  to  teach  the  child  that  there  is  a  power  which 
makes  for  righteousness  at  the  helm  of  the  universe, 
and  that  therefore  right  and  wrong  eventually  have 
their  own  deserts,  is  one  of  the  most  valuable  factors 


222  THE  MOTHERCRAFT  MANUAL 

in  moral  training.  Certainly  the  stimulus  of  religious 
inspiration,  the  inhibiting  power  of  religious  command- 
ments, motives,  and  ideals,  the  fortifying  of  will-power 
by  religious  discipline  and  sources  of  strength,  are 
foundations  for  strong,  efficient,  well-poised  living. 

Education,  like  Christianity,  is  a  spiritual  process 
with  physical  forms  of  expression.  Just  as  church 
rites,  ceremonies,  and  equipment  are  meaningless  and 
wooden  without  the  inner  life,  so  are  educational 
"  systems  ",  rules,  and  apparatus,  without  the  spiritual 
vision  and  understanding  of  education.  There  is  no 
virtue,  for  instance,  in  Froebel's  gifts  or  Montessori's 
didactic  material,  or  any  other  mechanical  devices, 
merely  as  apparatus.  The  mechanical  bringing  to- 
gether of  the  child  and  the  apparatus,  without  skill 
or  knowledge  in  their  interpretation,  is  not  educational ; 
and  such  irrational  though  well-intentioned  effort  is 
unfair  both  to  the  child  and  to  the  inventor.  No  less 
unfair  and  superficial  is  the  seizing  upon  some  one 
principle  and  emphasizing  it  out  of  proportion  to 
other  principles;  or  misinterpreting,  through  lack  of 
careful  study,  the  significance  of  some  principle,  or 
the  author's  intent,  as  is  so  often  done,  for  example, 
with  FroebeFs  statement  of  play,  Dewey's  statement 
of  interest,  or  Montessori's  statement  of  liberty. 

The  preparation  of  the  child's  educators  must  begin 
many  years  before  his  birth,  that  they  may  be  ready 
to  meet  this  responsibility  as  soon  as  it  comes.  An 
adequate  preparation  should  include :  (1)  careful  study 
of  the  principles  and  purposes  of  education,  that  these 
may  be  discerned  clearly  and  applied  with  consistency 
and  discretion ;  (2)  long  schooling  in  habits  which  will 
fit  them  to  be  worthy  examples  in  character,  in  social 
and  mental  traits,  in  tastes  and  languages ;  (3)  some 
experience  with  little  children  in  daily  life,  in  order 
to  learn  to  interpret  and  sympathize  with  child 
nature,  to  acquire  some  facility  in  their  education  and 
discipline,  and  to  collect  some  fund  of  nursery  lore. 


CHAPTER  XI 

STUDYING  THE  INDIVIDUAL  CHILD 

"  Would  you  know  how  to  lead  the  child  ?  See  and  observe 
the  child;  he  will  teach  you  what  to  do."  jr,  Froebel. 

"  The  ideal  which  has  animated  all  my  own  feeble  educational 
endeavor,  and  without  which  I  should  be  without  hope  in  the 
world  of  pedagogy,  is  the  reconstruction  of  education  based  not 
so  much  on  existing  conditions  in  society  as  on  child-nature.  It 
is  one  thing  to  fit  the  child  for  a  preexisting  social  condition,  and 
a  very  different  thing  to  develop  all  his  own  latent  powers  to  their 
uttermost  and  trust  to  their  development  for  all  future  reforms. 
Holding,  then,  as  I  do,  that  childhood  has  in  it  indefinite  possi- 
bilities that  are  some  realized,  some  repressed  or  crippled,  nipped 
in  the  bud  in  a  way  for  which  home,  school,  and  church  must 
share  responsibility,  and  that  if  every  spring  of  possible  knowl- 
edge and  power  were  touched,  even  by  the  lightest  suggestion  at 
its  nascent  psychological  hour,  we  should  in  a  few  generations 
develop  a  superior  race  of  men,  we  have  in  this  faith  in  the  possi- 
bilities of  childhood  and  youth  the  most  central  and  impregnable 
of  all  the  fortresses  of  optimism."  —  q.  Stanley  Hall. 

How  to  Study  a  Child.  A  complete  study  of  the 
child  includes  his  physical  and  psychological  char- 
acteristics, personality,  gifts,  deficiencies,  his  heredity, 
environment,  training.  In  studying  a  child  it  is  of 
first  importance  to  avoid  carefully  any  stirring  of  his 
self-consciousness,  which  might  lead  to  either  morbid- 
ness, introspection,  priggishness,  or  vanity.  The  neces- 
sary physical  measurements  should  be  made  as  naturally 
and  impersonally  as  possible,  without  discussion.  The 
physical  inspections  should  be  made  incidentally,  dur- 
ing the  processes  of  the  daily  life,  without  comment. 

223 


224  THE  MOTHERCRAFT  IVIANUAL 

•Recording,  except  of  measm-ements,  should  be  done 
without  attracting  the  attention  of  the  child,  —  prefer- 
ably not  in  his  presence,  and  filed  without  his  knowl- 
edge. The  child's  traits  or  characteristics  should  not 
be  discussed  in  his  presence.  Psychological  character- 
istics can  best  be  studied  under  natural,  usual  condi- 
tions : 

(1)  in  the  child's  play :  what  he  plays ;  how  he  plays 

(2)  his  stories :  what  he  prefers  or  tells 

(3)  his  handiwork,  especially  his  drawing 

(4)  what  he  observes 

(5)  his  questions 

A  Score  Card  for  Home  Use.  The  following  score 
card  has  been  especially  prepared  to  meet  the  practical 
needs  of  the  untrained  layman  and  amateur  in  the 
intelligent  observation  and  better  understanding  of 
normal  young  children.  It  does  not  attempt  to  in- 
clude marked  abnormalities.  It  is  merely  preliminary 
to  a  more  detailed  and  scientific  analysis  by  the  spe- 
cialist. Such  a  general  score  card  is  necessarily  appli- 
cable only  for  certain  ages.  The  following  outline 
does  not  attempt  to  cover  special  development  beyond 
ten  years  of  age. 

Physical  Measurements  and  Inspection.  During  the 
first  year  the  weight  should  be  taken  weekly,  at  the 
same  hour,  in  order  to  bear  the  same  relation  to  feeding, 
bath,  elimination;  other  physical  measurements  and 
inspections  should  be  recorded  at  least  quarterly.  In 
the  succeeding  years  records  should  be  made  at  least 
semi-annually  and  preferably  quarterly.  The  person 
in  charge  of  young  children  should  observe  daily  the 
physical  conditions,  and  be  able  to  detect  at  once  the 
special  danger  signals,  or  deviations  from  the  normal. 

Any  person  careful  in  details  and  accuracy  can  make 
these  measurements  and  inspections,  at  least  as  pre- 
liminary  to   the   specialist.    Detailed   directions  are 


STUDYING  THE  INDIVIDUAL  CHILD  225 

given  in  Pamphlet  V,  American  Medical  Association 
Press,  and  in  ''The  Health  Index  of  Children"  (Hoag). 
For  ordinary  household  use,  the  apparatus  required 
includes  a  new,  firm  tape  measure,  yardstick,  accurate 
beam  scales,  and  cards  for  testing  vision.  For  school 
or  institutional  work  it  is  desirable  to  have  also  cali- 
pers, laboratory  apparatus  for  taking  heights,  in- 
struments for  taking  blood  pressure,  and  a  dyna- 
mometer for  testing  strength  of  muscles.  Economic 
and  social  conditions,  differences  of  race  and  heredity, 
will  cause  considerable  variation  among  children  of 
the  same  age. 

Psychological  Analysis.  No  generally  accepted 
standards  or  tests  have  yet  been  devised  for  measuring 
psychological  development.  The  standards  developed 
by  Binet  and  Simon  for  mental  ability  as  one  phase  of 
psychological  age,  have  been  widely  tested  in  this 
country  but  have  not  proven  wholly  satisfactory. 
American  revisions  are  now  being  worked  out.  The 
outline  here  given  does  not  provide  standards  for  meas- 
urement, but  depends  entirely  upon  the  judgment  of 
the  person  making  the  analysis.  During  the  first  year 
a  chronological  record  can  profitably  be  kept  of  the  psy- 
chological development,  noting  particularly  each  gain 
in  motor  control,  every  indication  of  increasing  recogni- 
tion of  sense  impressions,  the  development  of  speech. 

Standards  of  normal  and  average  conditions  and 
development  can  be  learned  by 

(1)  observations  of  numbers  of  children  of  the  same 
age. 

(2)  the  study  of  published  tables  of  measurements. 

(3)  published  records,  studies,  and  stories  of  children. 
The  Tables  of  Indications  and  Summaries  have  been 

added  to  assist  in  gaining  a  clear  picture  of  the  child's 
condition  and  the  factors  calling  for  special  construc- 
tive measures,  elimination,  treatment,  improvement, 
or  development. 


226 


THE  MOTHERCRAFT  MANUAL 


Name. 


Physical  Measurements* 

Age:  Years Months. 


-Weeks. 


Height  standing  -. 

Height  sitting 

Weight Lb. 


_In. 
_In. 
.Oz. 


.Chest. 


.Under  Average. 
.Under  Average. 
_Under  Average. 


.Over 
.Over 
.Over 


Circumferences :    Head 

Diameter  of  Chest:     Anterior-posterior. 
Chest  Expansion Lengths : 


.Abdomen. 
LateraL 


Arm. 


-Leg. 


Physical  Inspections 


General  Appear- 
ance: 

Posture,  stand- 
ing: (2) 


Posture,  sit- 
ting: (1) 


Gait:  (4) 


Head 


Hair: 


Scalp : 


Robust 

Vigorous 

Erect 


Erect 

On  hips 

Normal 

Elastic 

Toe  forward 

Toe  slightly  outward 

Shape  normal 

Fontanel  closed 

Color 

Abundant 

Even 

Fine 

Coarse 

Clear 

Pink 


Anemic 

Languid 

Stooping 

Chest  sunken 

Head  forward 

Abdomen  forward 

Chest  sunken 

Back  curved 

On  curve  of  spine 

Waddling 

Heavy 

Toe  in 

Toe  outward 

Box  shaped 

Not  sjrmmetrical 

Fontanel    not    closed 

(after  18  months) 
Scant 
Rough 
Brittle 


Scurf 
Dandruff 
Eruptions 
Vermin 


*  Lefthand  column  includes  normal  and  desirable  character- 
istics;   righthand  column  includes  abnormal  or  undesirable. 

2  Measured  as  length,  child  lying  down,  during  first  year. 

Figures  at  right  in  parentheses  indicate  age  at  which  observation 
may  normally  or  profitably  begin,  if  not  applicable  during  first 
year. 


STUDYING  THE   INDIVIDUAL  CHILD 


227 


Features 
Eyes:i 


Eyelids : 


Nose: 


Mouth : 


Tongue 


Regular 

Color 

Clear 

Sparkling 

Intelligent 

Normal 


Good  condition 


Normal 


Large 
Bridge  normal 


Well-shaped 

Large 

Small 


Breath  sweet" 

Clear 

Normal 


Unsymmetrical 

Muddy 

Dull 

Staring 

Crossed 

Protruding 

Squint 

Inflamed 

Watery 

Discharge 

Frown 

Work  held  near 

Farsighted 

Nearsighted 

Headaches 

Swollen 

Inflamed 

Sore 

Discharge 

Styes 

Granulated 

Drooping 

Small 

Pinched 

Bridge  sunken  (normal 
during  first  year) 

Discharge 

Obstructions,  e.g.  ade- 
noids 

Snufiles 

Ugly  shape 

Held  open 

Deformed  by  pacifiers 
or  thumb  sucking 

Breathes  through 
mouth 

Canker  sores 

Offensive 

Coated 

Protruding 

Swollen 

Tied 


1  Snellen  cards  may  be  used  for  testing  vision. 


228 


THE  MOTHERCRAFT  MANUAL 


Teeth: 

Number 

Delayed  first  teeth 
Delayed  second  teeth 
Prolonged   retention 

first  teeth 
Extra  teeth 

Regular 

Irregular 
Projecting 

Good  condition 

Discolored 
Tartar  deposits 
Decayed 

Gums; 

Healthy 

Pale 

Bleeding 

Spongy 

Swollen 

Receding 

Throat : 

Clear 

Swollen 
Enlarged  tonsils 

Strong 

Subject  to  sore  throat 

Coughs 

Lips: 

FuU 

Thin 
Swollen 

Ruddy 

Pale 

Good  condition 

Sore 

Chapped 

Fissured 

Chin:  (2) 

Normal 

Receding 
Projecting 

Firm 

Weak 

Jaw:  (2) 

Firm 
Strong 

Weak 

Ears: 

Large 

Small 
Projecting 

Normal 

Misshaped 

Good  condition 

Sore  behind  ears 

Discharge 

Earache 

Hearing  normal 

Defective 

Neck: 

Normal  size 

Small 

Swollen  glands 
Scars 

Skin: 

Free  from  blemishes 

Rough 
Scaly 
Pimples 

Eczema     (where     lo- 
cated) 

STUDYING  THE  INDIVIDUAL  CHILD 


229 


Ringworm 

Clear 

Muddy 

Ruddy 

Pale 

Tanned 

Freckled 

Firm 

Soft 

PufRness  under  eyes 

Muscles : 

Firm  (i) 

Flabby 

Well  developed  (1) 

Weak 

Especially 

Back 

■ 

Trunk 

Grip 

Leg 

Complementary  pairs 

Unequal  in  balance 

balanced  (1) 

Back  and  chest 

Right    and    left 

of 

trunk 

Right    and    left 

of 

neck 

Right    and   left 

of 

back 

Back: 

Straight 

Curvature ;  anterior- 
posterior 

Curvature;  lateral,  to 
right 

Curvature ;  lateral,  to 
left 

Shoulders : 

Erect 

Stooped 

Square 

Sloping 

Equal 

Unequal  (which  lower) 

Blades  flat 

Projecting 

Chest: 

Expanded 

Sunken 

Deep 

Flat 

Shallow 

Barrel-shaped  (after  1 

year) 
Funnel-shape    (breast 

bone  sunken) 
Pigeon-breast    (breast 

bone  prominent) 

Symmetrical 

Unsymmetrical 
Beaded  ribs 

Good  expansion  (3) 

Poor  expansion 

230 


THE  MOTHERCRAFT  MANUAL 


Abdomen : 

Finn 

Flabby 
Hard 

Normal 

Distention 
Rupture  at  navel 
Inflammation  at  navel 
Rupture  at  groin 

Armfl  and  Hands ; 

:  Equal  length 

Unsymmetrical 

Normal 

Enlarged  joints 
Clubbed  fingers 
Ambidextrous 

Right-handed  (1) 

Nails  discolored 

Left-handed 

Nail  defects 

Legs: 

Equal  length 

Unequal 

Straight 

Bowed 
Knock-knee 
Enlarged  joints 

Ankles  strong 

Weak 

Feet: 

Arch  normal 

Flat  foot  (1|) 

Stands  squarely  (2) 

Shoes  run  over : 
outer  edge 
inner  edge 
heels 

Well  shaped 

Toes  pinched 
Swollen 

Unblemished 

Callouses 

Corns 

Bunions 

Defective  nails 

Excessive  perspiration 

Chafed  toes 

Genitalia : 

Nonnal 

Inflamed 
Discharge 

Protruding  of  rectum 
Itching 
Buttocks  chafed 

Nerves : 

Steady 

Explosive 
Dull 

Fears :      (specify     ob- 
jects) 
Irritable 
Restless 

Endurance 

Easily  fatigued 

Normal 

General  misbehavior 
Tantrums,  hysteria 
Malicious  destruction 

STUDYING  THE  INDIVIDUAL  CHILD 


231 


Motor  Coordina- 
tions : 


Nutrition : 


Elimination : 


Steady  (for  age) 
Sits  alone  (|) 
Creeps  (9  mo.) 
Stands  (1  year) 
Walks  alone  (1|) 
Controls      elimina- 
tions 
Urine  (1) 
Feces  (2) 
Holds  own  cup  (1) 
Holds  own  spoon  (1) 
Runs  (2) 
Marches  (3) 
Claps  to  rhythm  (3) 
Feeds  self  neatly  (3) 
Dresses  self  (3) 
Skips  (4) 
Uses  scissors  (5) 

Normal 

Appetite  good 


Simple  food  relished 


Good  digestion 


Urine:  Clear 
Straw  color 

Odor  slight 
Painless 

Normal  quantity 


Bed-wetting 

Nail-biting 

Masturbation 

Headaches 

Convulsions 

Retarded 

Stumbling  (3) 

Dropping  things  (8) 

Speech  defects  (3) 

Spasmodic  movements 

Twitching    of    eyes, 
face,  muscles 

Chorea    (St.    Vitus' 
Dance) 

Paralysis  (what  mus- 
cles) 


Other  abnormalities 

Poor 

Hungry  between  meals 

Gluttonous 

Overfastidious 

Abnormal  appetites, 
e.g.,  dirt,  chalk 

Colic 

Regurgitation,  eructa- 
tions 

Gas  in  stomach 

Intestinal  gas 

Nausea 

Cloudy 

Dark 

Bloody 

Strong 

Painful 

Irritating 

Scant 

Excessive 

Retained 


232 


THE  MOTHERCRAFT  INIANUAL 


Elimination : 

Stools :     Smooth    (in- 

(Continued) 

fancy) 

Well-formed 

Watery 

Mustard   color   (in- 

Green 

fancy) 

Black 

Bloody 

Undigested  curds 

Slight  mucus 

Much  mucus 

Odor  slight 

Strong,  offensive 

1  to  3  passages  daily 

Constipation       (less 

than  1) 
Diarrhea 

Perspiration : 

Slight 

Excessive:    head,  un- 
der      arms,       cold 
sweats 

Odor  slight 

Sour 

Sleep : 

Quiet 

Restless 

Sound 

Wakes  easily 
Dreams 

No.  hours 

Nightmares 

Nap 

No  nap 

Sufficient  for  age 

Insufficient 

Respiration : 

Deep 

Shallow 

Diaphragmatic 

Chest 

Mouth  breather 

Regular 

Irregular 

Normal  count 

Rapid 
Slow 

Pulse : 

Regular 

Irregular 

Firm 

Weak 

Normal  count 

Rapid 
Slow 

Circulation : 

Efficient 

Sluggish 
Cold  hands 
Cold  feet 

Temperature : 

Normal 

Irregular 
High 

The  following  examinations  can  be  made  only  by  specialists. 
Physician  or  physical  education  director : 

Heart,  lungs,  genitalia ;  liver,  spleen ;  hernia ;  sinuses,  ductless 

glands 
Enlarged  tonsils,  adenoids;  defects,  of  palate;  blood  pressure; 

arteries 


STUDYING  THE  INDIVIDUAL  CHILD 


233 


Spinal  curvature  or  faulty  posture  (except  marked) ;  asymmetry 
of  arms,  legs,  chest ;  flat  foot 
Osteopath,   or  physician   or   physical   director  with   osteopathic 

training :  displaced  vertebrae ;  spinal  irritation 
Oculist  (not  optician) :   Defects  of  eyes  (except  marked) 
Specialist :   Defects  of  ears  (except  marked) 
Dentist :   Defects  of  teeth  and  gums  (except  marked) 
Special  chemist : 

Urine,  for  acidity,  albumen,  sugar,  casts 
Feces,  for  worms,  putrefactive  bacteria 

Blood,  for  haemoglobin,  leucocytes,  acidity,  germs  of  venereal 
disease,  tuberculosis. 


Physical  Habits 


Sleep : 


Bathing : 


Feeding ; 


Motor  Activity : 


Bed  alone 

Outdoors 

Indoors,  windows  open 

Regular  bedtime  hour 

Quiet  before  bedtime 

Early 

Daily  water  baths 

Nimiber 

Kind 

Temperatures 

Cool  sponge 
Air  baths 
Sun  baths 
Regular  hour 
Prescribed  intervals 


Simple  diet 
Balanced,  rational  diet 

Chews  well  (2) 
Eats  slowly 
Encouraged 

Outdoors  or  open-air 

room 
In  raised,  sanitary  pen 


With  another 

Indoors,  scant  venti- 
lation 

Irregular 

Excitement  before  bed- 
time 

Late  hour 

Given  soothing  syrups 

Less  than  one  daily 

Too  frequent 

Too  warm 

Not  followed  by  cool 

Not  given 

Not  given 

Irregular 

Intervals  too  short 
"    long 

Eating  between  meals 

Injurious  foods 

Dietary  not  analyzed 
"        poorly       bal- 
anced 

Rapidly 

Restricted  by  clothing 
"  by  carriage 

Indoors;    poor  venti- 
lation 

On  floor 


234 


THE  MOTHERCRAFT  MANUAL 


Motor  Activity : 

Toys  sanitary 

Unsanitary ;     allowed 

(Co7itinued) 

pacifier 

"    harmless 

Dangerous 
Surfeit 

Kept  from  crowds 

Taken  to  stores  (4) 

"  theater  (10) 
"       "    movies  (8) 

Handling : 

Moderate 

Excessive 

Rational 

Lifted  by  arms 
Tossed 
Rocked 
Jolted 

History 

Feeding : 

Maternal  nursing  9  to 

Less 

12  months 

More 

Cow's  milk 

Bottle :  how  long 
Patent  foods  (specify) 

Illnesses :    (state 

Bronchitis 

Subject       to       colds 

age,   duration, 

Convulsions 

coughs,       constipa- 

permanent 

Diphtheria 

tion,        indigestion, 

effects) 

Earache 

nervousness,     other 

Eczema 

illness 

Epilepsy 

Operations    (age)    for 

Measles 

adenoids,       tonsils, 

Meningitis 

vaccination,  others 

Mumps 

Rheumatism 

Rickets 

Scarlet  Fever 

Scurvy- 

Summer  Complaint 

Tuberculosis 

Whooping  cough 

Others 

Heredity 

MOTHEB 

Father 

Nationality 

Race 

Height 

Weight 

Occupation 

Education 

STUDYING  THE   INDIVIDUAL  CHILD  235 

Predispositions 

Mother's!  Fatheb's^       Brotheks 

Mother      Family  Father      Family         or  Sistebs 

(how  many)  (how  many)     (how  many) 

Marked  mental  gifts 
Nervous    disorders 

(form) 
Alcoholism 
Tuberculosis 
Kidney  disorders 
Cancer 

Pulmonary  weakness 
Digestive  disorders 
Blindness  (form) 
Deafness  (form) 
Living 
Dead 

Ages  at  death 
Causes  of  deaths 


Congenital  Factors 

Rank  in  birth  (1st,  2d,  etc.) 

Age  of  brothers  and  sisters      Living :      At  death :      If  had  lived ; 
(in  years  and  months) : 


Age  at  birth 

Vigorous  2 

Fair  health  2 

Sickly  2 

Nervous  2 

Use  alcohol  2 
Excess 
Moderate 

Use  tobacco  2 
Excess 
Moderate 

Use  drugs  2 
Excess 
Moderate 


MOTHBB  FaTHEB 


1  Parents,  brothers,  sisters. 

2  During  year  before  child's  birth. 


236 


THE  MOTHERCRAFT  MANUAL 


Indications 


Vitality  and  Eadorance 


Sound  digestion 

Normal  eliminations 

Normal  temperature,  pulse,  res- 
piration 

Normal  posture 

Normal  increase  in  height  and 
weight 

Nerves  steady 

Sleep  quiet,  sound,  undisturbed 

Diaphragmatic  breathing 


Good  chest  expansion 

Large  nose,  unobstructed 

Large  neck 

Eyes  clear,  sparkling 

Lips  ruddy 

Teeth  sound,  normal  number 

Muscles  firm 

Skin  clear,  ruddy,  elastic 

Active,  vigorous  play 

Good-humored,  optimistic 


Low  Vitality 


Susceptibility  to  colds,  coughs 
Susceptibility     to     contagious 

diseases 
Sensitiveness  to  cold 
Poor  nutrition 
Peevishness,  irritability 


Easily  fatigued 

Poor  chest  development 

Shallow  breathing 

Pallor 

Small  neck,  nose 

Adenoids 


Poor  Nutrition 


Underweight 
Overweight 
Indigestion 
No  appetite 
Capricious  appetite 


Rickets 

Languor 

Peevishness 

Delayed  dentition 

Ridges  and  notches  on  teeth 


Auto-intozication 


Low  vitality 
Constipation 
Eruptions  on  skin 


Coated  tongue 
Offensive  breath 
Rheumatism 


Rickets 


Pallor,  anemia 

Retarded  growth  in  height  and 

weight 
Enlarged  joints  at  wrists   and 

ankles 


Enlarged  abdomen 
Breastbone     sunken     or     pro- 
truding 
Round  shoulders,  bent  back 
Delayed  dentition  and  walking 


Muscles  flabby ;  sometimes  fat     Large  square  head 


STUDYING  THE  INDIVmUAL  CHILD  237 

Scurvy 

Loss  of  appetite ;  pallor  Swollen  gums 

Loss  in  weight  Black  and  blue  spots  on  legs 

Swelling  of  ankles  and  knees  Cry  of  pain  when  handled 

Pain  when  legs  are  moved 

Nervousness 

Restlessness,  fidgeting  Stumbling,  dropping  things 

Disturbed  sleep  Falling  easily  (after  2  years) 

Irritability,  peevishness  Nail-biting 

Tempers,  hysteria,  tantrums  Bed-wetting 

Spasmodic  movements  Masturbation 

Defective  Vision 

Squinting  Headaches 

Frowning  Nervousness 

Book  or  work  held  Irritability 

near  face  Indigestion 

Deafness 

Persistent  inattention  Dull,  stupid  expression 

Directions  persistently  slighted  Head  persistently  held  at  one 
Disinterest  in  music  side 

Incorrect  articulation  (after  five  Complains  of  roaring  in  ears 
years) 

Adenoids  (or  other  nasal  obstruction) 

Small  nose  Nasal  voice 

Sunken  bridge  (after  1  year)  Stupid  expression 

High  arched  palate  Nervousness 

Mouth  breathing  Irritability 

Chronic  cold  Imperfect  articulation 


Temperament 

I.  Active :  quick,  vivacious 
Phlegmatic :  slow,  inert 
Balanced 
II.   Positive :  decisive,  firm,  determined,  not  easily  influenced 
Negative :  vacillating,  easily  influenced,  weak  impression 
Balanced 


238  THE  MOTHERCRAFT  MANUAL 

III.  Intellectual :   theoretical ;   tendency  to  think  about  things 

rather  than  to  act 

Emotional:    acts  upon  impulse  rather  than  thought;   ex- 
pends energy  in  emotion  rather  than  action  or  thought. 

Motor :  eager  to  do,  execute 

(Note  which  tendency  is  strongest,  which  weakest) 

IV.  Optimistic :   irrepressibly  good-natured,  cheerful,  blithe 
Pessimistic :  easily  gloomy,  discouraged,  unhappy,  fearful, 

morose 
Intermediate 
V.   Leader :  initiative,  positive,  executive ;  inspires  confidence, 
loyalty,  and  cooperation  of  colleagues 
Follower :  compliant,  easily  led,  lacks  initiative 
Intermediate 
VI.   Original:  creative 

Copyist:  reproduces  others'  ideas,  principles 
Intermediate 
VII.   Democratic:    cordial,  warm-hearted,  hospitable,  friendly, 
responsive 
Autocratic:   snobbish,  inhospitable,  reserved,  exclusive 
Intermediate 
VIII.    Progressive :   open-minded,  temperamentally  a  radical,  re- 
former 
Conservative:     conventional,   biased   by   public   opinion, 

customs ;   suspicious  of  the  new 
Intermediate 
IX.   Mystic :  sees  spiritual  phases  of  a  situation 

Realist :  lacks  imagination ;  has  Yankee  "common  sense**, 

practical 
Balanced 
X.   Idealist :  interested  primarily  in  spiritual  aspects  and  values 
Materialist :  interested  only  in  material  values,  advantages, 

or  disadvantages 
Balanced 
XI.   Responsible :  thoughtful,  conscientious,  good  judgment 
Irresponsible :  absent-minded,  heedless,  foolish,  unreliable 
Intermediate 
XII.   Sees  large  aspects  of  problem  or  work 
Concerned  with  details 
Balanced 
XIII.   Self-reliant :  ready  to  care  for  self ;  furnishes  own  initiative 
and  encouragement 
Dependent :  relies  on  others  for  initiative,  action,  service, 

encouragement 
Intermediate 


STUDYING  THE  INDIVIDUAL  CHILD                2 

XIV.   Reaction  Time : 

Deliberate 

Impulsive 

Rapid 

Slow 

Moderate 

Psychological  and  Social  Analysis 

Mental   Ac- 

Alert 

Slow 

tivity: 

Responsive 

Dull 

Curiosity 

Disinterested 

Experimenting 

Inert 

Exploring 

Listless 

Persistent  will 

Vacillating 

Interest  in  variety 

Involuntary  concentra- 

Flitting 

tion 

Feeling  strong 

Slight 

Imaginative  (1) 

Unimaginative 

Self-reliant  (1) 

Dependent 

Initiative 

Inactive 

Profits  by  experience 

Repeats  same  errors 

Normal  intelligence 

Backward 
Precocious 

Thought: 

Definite  (2) 

Vague 

Clear  (2) 

Confused 

Able   to   follow   direc- 

tions (1) 

Unable 

Open-minded  (4) 

Self-satisfied 

Attention : 

Well  focused 

Superficial 

Flitting 

Dreaming 

Concentration : 

Involuntary,  marked 

Slight 

Voluntary,  marked  (4) 

Slight 

Senses : 

Keen:   Discrimination 

Undeveloped 

Sound 

of  differences 

Rhythm 

Musical  sound 

Color 

Beauty  (pictures,  sculp- 

ture, Nature) 

Rhyme 

Time :  Day  and  night 

Yesterday 

239 


240 


THE  MOTHERCRAFT  MANUAL 


Sense:  Time: 

(Continued) 

To-morrow 

Season 

Year 

Historic  time 

Imitation : 

Marked 

Slight 

Mechanical 

Slavish 

Creative  (3) 

Memory ; 

Retentive 

Poor.     Due  to : 

Motor 

Inattention 

Emotional 

Lack  of  clearness 

Auditory 

Lack  of  repetition 

Visual 

Verbal 

Logical 

Association  of 

Marked 

Slight 

Ideas: 

Poetic  (2) 

Prosaic 

Logical  (2) 

Superficial 

Imagination : 

Vivid  (1) 

Lacking 
Overwrought 

Clear 

Hazy 

Constructive  (3) 

Reproductive 

Resourceful 

(3) 

Unresourceful 

Visual 

Auditory 

Reasoning « 

By  association 

Easily  satisfied 

Logical  (2) 

Undeveloped 

Sensible  (5) 

Foolish 

Judgment : 

Sensible  (6) 

Foolish 
Erratic 

Requires  proof  (4) 

Credulous 

Tastes  and 

What  kind  of  Stories 

Interests:  (2^ 

1 

Songs 
Games 
Handwork 
Humor 

How  spends  free  time 

Esthetic:   Marked 

Slight 

Rhythm 

Music 

Color 

Pictures 

Nature 

Poetry 

Mechanics : 

Marked 

Slight 

STUDYING  THE  INDIVIDUAL  CHILD 


241 


Watching 

Examining 

Contriving  (1) 

Philosophical:  (3) 

Marked 

Slight 

(Seeks  reasons  for  life, 

God,     death,     im- 

mortality) 

Questions:  Numerous 

Few 

"  What?  " 

"Where?" 

"  Why?  " 

* 

■    "How?" 

Waits  for  answer 

Disinterest  in  answer 

Asks  for  information 

For  sake  of  talking 

Seeks  further  informa- 

Easily satisfied 

tion 

Self-expression ; 

:  Free 

Reserved 

Natural 

Self-conscious 
Affected 

Quiet 

Ostentatious 

Artistic 

Awkward 

Impressive 

Weak,  hesitating 

Charm 

Unattractive 

Speech : 

Articulation  perfect  (4) 

Imperfect  (Note  which 

sounds) 
Stammers 
Stutters 
Lisps 

Clear  (1) 

Indistinct 
Slovenly 

Forcible 

Weak 

Fluent  (4) 

Reticent 
Halting 

Sentences  complete  (3) 

Incomplete 

Granamar  correct  (5) 

Incorrect  (Note  errors) 

Good  vocabulary  (5) 

Limited  vocabulary 

Slang 

Vulgarity 

Voice:   (1) 

Soft 

Loud 

Musical 

Harsh 
Nasal 
ShrUl 

Clear 

Husky 

Vital 

Drawl 

242 


THE  MOTHERCRAFT  MANUAL 


.Voice:  (1) 

Range  (Test  with  musi- 

Monotone 

{Continued) 

cal  instrument) 

Emotions : 

Strong 

DuU 

Supersensitive 

Wholesome 

Morbid 
Silly 

Deep 

Superficial 

Poised 

Explosive 
Moody 

Good  control 

Poor  control 
Capricious 
Hysterical 
Eccentric 

Self-respect 

Undue  humility 
Pride 

Sense  of  humor 

Prosaic 

Trustful 

Suspicious 
Jealous 

Buoyant 

Easily  discouraged 

Courageous 

Fearful 

Daring 

Timid 

Cheerful 

Melancholy,  petulant 

Patient 

Impatient 
Tantrums 
Easily  imposed  upon 

Contented 

Dissatisfied 

Sensible 

Vain 

Conceited 

Overaffectionate 

Enthusiastic 

Apathetic 

Easily  guided 

Contrary 
Obstinate 
Rebellious 
Overdocile 

Deliberative 

Impulsive 

Social : 

Loyal 

Changeable 
Jealous 
Tattling 
Treacherous 

Generous 

Selfish 

Sympathetic 

Hard-hearted 
Silly 

Considerate  of  others 

Thoughtless 
Criticizing 

Courteous 

Rude 

STUDYING  THE  INDIVIDUAL  CHILD 


243 


Bullying 

Winsome,  manly 

Indifferent 

Gracious 

Priggish 

Conciliatory 

Ill-mannered 

Peacemaking 

Quarrelsome 

Manners : 

;  (2-3)  Chann 

Indifference 
Repulsion 

Self-possessed 

Self-conscious 
Bashful 
Tacitiu-n 

Seeking  attention 
Simpering 

Gentle 

Aggressive 
Boisterous 

Respectful 

Impudent 

Interrupting 

Contradicting 

Trained  in  conventions 

Untrained,  awkward 

Industry , 

.'  (4)     Industrious 

Lazy,  shirking 

Prompt 

Dilatory 

Dawdling 

Procrastinating 

Thorough 

Careless 

Painstaking 

Indifferent 

Orderly 

Disorderly 

Systematic 

Erratic 

Thrifty 

Spendthrift 

Economical 

Extravagant 
Miserly 

Foresighted 

Short-sighted 

Shrewd 

Easily  imposed  upon 

Moral :   (3)          Conscientious 

Supersensitive 

Indifferent 

Callous 

Generous 

Selfish 
Self-seeking 

Honest 

Prevaricating 
Thieving 

Frank 

Hypocritical 

Affected 

Sly 

Underhanded 

Tricky 

Brusque 

244 


THE  MOTHERCRAFT  MANUAL 


Moral :    (3)         Mischievous 
(Continued)      Teasing 
Modest 
Pure-minded 


WiU: 


Desires    and    appetites 

controlled 
Firm 
Persistent 
Subject  to  reason 
Motives     that    Ambition 
influence:  (1)  Pain  to  others 

Pleasure  to  others 
Ideal  good  (the  right) 
Joy  in  right  doing 
Love  (of  others,  cause, 

God) 
Friendly 
Rebounds 
Acknowledges  justice 


Response  to 
reproof:  (1) 


Religion:   (2) 


Wonder 

Awe 

Reverence 

Sense  of  gratitude 

Interest   in   theological 

questions 
Interest     in     religious 

ceremonies 


Destructive 

Malicious 

Immodest 

Uncouth 

Bold 

Brazen 

Unchaste 

Uncontrolled    desires 

and  appetites 
Weak 
Vacillating 
Stubborn 

Fear  of  punishment 
Vanity 
Rivalry 
Selfishness 
Mercenariness 
Material  reward 

Sullen 

Sulks 

Resentful 

Revengeful 

Apathy 

Irreverence 

Thoughtless 

Disinterest 

Disinterest 


Natural  Gifts  and  Talents  (5).    Expressiveness  in  any  of  following : 
Music:     vocal,    instrumental;     rhythm,    dancing,    dramatics; 
drawing,    painting,    modeling,    sculpture;    literature,    hand- 
crafts, mechanics;  nurturing,  organizing,  leadership 
Ideals,  Ambition,  Expectations  (8).  Extent  and  nature  of  following : 
Vocational:   (Will  change  with  periods  of  development,  envi- 
ronment) 
Professional :  technical,  artistic,  industrial,  manual 
Educational :  economic,  social,  family 


Training 


Sturdy 
Simple 
Consistent 
Sympathetic 


Coddling 
Pampered 
Inconsistent 
Unsympathetic 


STUDYING  THE  INDIVIDUAL  CHILD 


245 


Just 

Persistent 

Scope  for  self-activity 

Intelligent 


Sincere 


Unjust 

Intermittent 

Repressed 

Irrational 

Emotional 

Superficial 


Summary 


Marked  Traits,  Physical  and  Psychological 

Making  for  Efficiency :  Inefficiency : 

Need  uprooting :   Correction :   Developing : 

Making  for  social  attractiveness :  Unattractiveness : 

Fundamental  traits  to  be  especially  cultivated : 


Energy 

Expressiveness 
Self-reliance 
Persistence 


Concentration 
Imagination 
Curiosity 
Initiative 


Orderliness 

Responsibility 

Self-control 

wm 


Altruism 
Courtesy 
Cheerfulness 
Honesty 


CHAPTER   XII 

A    CURRICULUM     FOR     BABYHOOD     AND     EARLY 

CHILDHOOD 

*'  Knowledge  has  little  or  no  intrinsic  value  in  and  of  itself.  Like 
light,  knowledge  is  good  not  to  see  but  to  see  by.  .  .  .  Ignorance 
is  doubtless  better  than  knowledge  that  does  not  make  us  better." 

—  G.  Stanley  Hall. 

"  Where  children  are  fed  only  on  book  knowledge,  one  fact  is 
as  good  as  any  other."  — John  Dewey. 

"If  we  seek  the  kingdom  of  heaven,  educationally,  all  other 
things  shall  be  added  unto  us  —  which,  being  interpreted,  is  that 
if  we  identify  ourselves  with  the  real  instincts  and  needs  of  child- 
hood, and  ask  only  after  its  fullest  assertion  and  growth,  the  dis- 
cipline and  information  and  culture  of  adult  life  shall  all  come  in 
their  due  season."  — j^id. 

The  curriculum  is  to  center,  not  about  "  subjects  " 
in  which  the  adult  is  interested  but  in 

1.  The  child:  (a)  The  phases  of  his  life;  (b)  his 
age  and  stage  of  development;  (c)  therefore  the  vital 
interests  characteristic  of  that  stage ;  (d)  his  individual 
interests. 

It  will  be  modified  in  some  degree  by 

2.  The  environment  and  what  it  provides  of  oppor- 
tunity for  physical  activity,  exploration,  social  rela- 
tions, and  for  direction  of  interest. 

The  apotheosis  of  unnatural  environment  for  the 
child  is  an  expensive  ''  high  class  "  city  apartment,  no 
other  children,  one  or  more  domestic  servants,  absentee 
parents  who  are  interested  and  intelligent  in  every- 
thing but  child  care  and  training. 

246 


A  CURRICULUM  FOR  BABYHOOD  247 

For  the  child  under  six  years,  and  possibly  under  ten, 
the  most  educative  environment,  in  every  sense,  is  in 
the  country  with  hills,  valleys,  woods,  water,  plants 
and  trees,  wild  and  domestic  animals,  other  young 
children,  the  freedom  of  the  kitchen,  the  necessity  for 
personal  physical  care,  and  elders  who  enter  sympa- 
thetically into  his  life,  not  obtrusively  but  intelligently, 
ready  to  give  assistance  when  it  is  needed.  With  good 
library  facilities,  wholesome  neighborhood  recreations, 
and  occasional  trips  to  a  city  for  its  opportunities  of 
art  galleries,  great  music,  wholesome  plays,  industrial 
activities,  the  simple  home  life  and  rural  surroundings, 
even  with  mediocre  teaching  in  a  rural  school,  provide 
through  early  adolescence  the  environment  most 
favorable  for  developing  richness  of  life,  greatness  of 
personality,  social  efficiency. 

As  part  of  the  environment  which  his  guardians  select 
are  (a)  his  clothes,  which  have  an  influence  both  upon 
bodily  health  and  on  personality;  (b)  his  furniture, 
which  should  be  adapted  to  his  size ;  (c)  his  toys  and 
playthings,  which  are  both  a  stimulus  and  a  means  for 
expression  of  his  interest ;  (d)  his  pictures,  books,  and 
music,  which  are  influencing  his  aesthetic  taste,  his 
emotions  and  his  moral  life;  (e)  his  associates,  both 
children  and  adults,  who  furnish  the  examples  that  he 
imitates  constantly  in  speech,  manners,  actions,  and 
whose  personality  subtly  —  and  often  unconsciously 
is  molding  his  personality. 

The  scope  of  education  is  as  comprehensive  as  life 
itself.  The  following  aspects  must  therefore  be  devel- 
oped in  the  complete  education  of  the  child : 

1.  Disciplinary:  developing  in  the  child  his  power 
to  use  efficiently  his  mental  possibilities,  —  concentra- 
tion, observation,  memory,  imagination,  invention, 
judgment,  his  motor  powers,  his  emotions,  his  will 

2.  Physical :  training  in  habits  and  ideals  of  health, 
in  skill  and  grace  of  motor  coordinations 


248  THE  MOTHERCRAFT  MANUAL 

3.  Cultural :  bringing  the  child  to  a  living  interest 
in  great  literature,  art,  biography,  history,  and  an 
appreciation  and  enjojrment  of  their  values 

4.  Scientific :  leading  him  to  a  knowledge  and  appre- 
ciation of  the  principles  that  control  the  world  of  nature 
and  of  mind 

5.  Social :  training  him  to  live  harmoniously  and 
serviceably  with  his  fellows 

6.  Economic:  fitting  him  to  make  his  living  by 
service  rendered,  of  marketable  value 

7.  Moral  and  religious :  developing  character,  —  the 
ideals  and  the  realization  of  noble  living,  —  which  has 
its  roots  deep  in  the  feelings  and  the  soul,  and  depends 
upon  these  far  more  than  upon  mere  thought,  knowl- 
edge, and  reasoning. 

Intellectual  and  Play  Interests 

Birth  to  Six  Months 

Grasping  Listening  to  sounds 

Mouthing  Crumpling  paper 

Staring  Kicking 

Watching  bright  objects,  mov-     Rhythm 
ing  objects  Crowing 

Six  Months  to  One  Year 

Handling  Exploring  environment 

Mouthing  Hearing  sounds,  music,  singing 

Looking  at  Babbling 

Pulling  Imitating  vocal  sounds :  vowels, 
Shaking  consonants,  singing 

Pounding  Animals,  flowers,  vivid  colors 

Producing  noise  Ball,  mirror 

Creeping  Rhythm 

One  to  Two  Years 

Sensory  experiences,  motor  co-  Tracing  with  finger 

ordination  Walking 

Speech  Exploring  environment 

Handling  Pouring 

Experimenting  with  touch  Filling  and  emptying 


A  CURRICULUM  FOR  BABYHOOD  249 

Building  and  knocking  down  Producing  noise 

Hammering  Rhythm 

Pounding,  thumping  Animals,  flowers,  chickens,  bird 

Throwing  in  cage 

Digging  Putting  in  and  taking  out 

Curriculum 

Sensory  experience:  Provide  variety  of  shapes  and 
sizes  for  handling;  primary  colors  in  objects  both 
different  and  same  shape;  sounds,  and  objects  for 
making  sounds. 

Singing  of  little  tunes,  chanting  of  music  or  poetry, 
by  attendant  while  she  works  about  near  by,  and 
while  dressing,  bathing,  but  not  while  feeding. 

Motor  experience :  Freedom  to  move,  —  kick,  roll, 
creep,  climb,  during  waking  hours ;  not  tied  in  chair  or 
carriage  while  awake,  except  for  quarter-hour  periods 

Objects  for  grasping,  pulling,  pushing,  during  first  year 

Permit  to  assist  in  use  of  cup  and  spoon  after  nine 
months. 

Provide  door,  drawer,  lock  and  large  key,  wooden 
mallet,  volley  ball,  for  hand  and  arm  exercise. 

Provide  low,  short  stair,  ladder,  swing,  swinging  rope, 
for  second  year. 

Concentration :  Do  not  interrupt  staring,  examina- 
tion of  objects,  intensive  activity. 

Encourage  continued  looking,  handling,  listening, 
experimenting. 

Memory  training:  Strict  regularity  of  routine  in 
feeding,  giving  of  water,  dressing,  sleep 

Motor,  by  gymnastic  exercises  performed  each  time 
in  same  order 

Few  pictures,  songs,  finger  plays,  given  repeated 
short  attention 

Imitation :  Pat-a-cake,  waving  good-by,  other  simple 
arm  or  hand  movements 

Consonant  and  vowel  sounds 
Cheerful,  well-poised  disposition 


250  THE  MOTHERCRAFT  MANUAL 

Reasoning :  Reasons  by  association  of  circumstances, 
sequence  of  cii'cumstances 

Pro\dde  uniformity  and  consistency  of  sequences  in 
handling  and  in  daily  care. 

Language:  Provide  much  spoken  language,  chant- 
ing and  singing,  after  six  months ;  repetition  of  sounds 
for  baby's  direct  imitation.  Cultivate  clear,  distinct, 
correct  enunciation. 

After  twelve  months,  teach  gi'adually  names  of 
most  common  objects,  members  of  family,  most  com- 
mon verbs,  adjectives.  (A  diary  record  of  sounds, 
words,  phrases,  and  sentences  is  both  interesting  and 
of  assistance  in  teaching  and  noting  progress  during 
first  four  years.) 

^Esthetic  sense :  Quiet  colors,  simple  furniture  and 
decorations  in  nursery 

Variety  of  forms  and  toys,  harmonious  gay  colors, 
attractive  forms,  features 

Vivid  standard  spectrum  colors  in  toys,  pictures 

Some  large  colored  pictures  in  nursery;  artistic; 
distinct ;  babies,  cats,  dogs ;  primitive  Indian  drawings 

Exclusion  of  ugly,  vulgar,  rude  pictures,  cartoons, 
toys,  and  music 

Well-modulated  voices  in  attendants 

Rhythmic  quiet  singing  or  chanting,  and  rhythmic 
gymnastic  exercises  daily 

Soft,  simple  rhythmic  instrumental  music  once  a 
day  when  possible 

Wide  range  of  noise-producing  toys,  not  harsh  or 
rasping.     Some  toys  producing  mellow,  musical  sounds 

Emotions:  Reduce  fretting  or  crying  from  discom- 
fort by  keeping  comfortable,  with  strict  regularity, 
and  attention  to  hygiene.  Anticipate  waking  and 
have  attendant  at  hand  to  reassure  as  well  as  to  make 
comfortable.  Attendants  should  be  well  poised,  cheer- 
ful, patient,  sympathetic. 

Prevent  fear  by  avoiding  sudden  noises,  clapping, 
shouting,  excited  action,  loud  talking  in  nursery,  or 
any  attempts  to  frighten. 


A  CURRICULUM  FOR  BABYHOOD        251 

Overcome  anger  and  teasing  by  refusing  to  grant 
objects  cried  or  teased  for ;  avoid  teasing  the  child,  or 
other  artificial  situations  that  produce  anger. 

Moral  training :  Good  humor.  Remove  defects,  e.g., 
adenoids,  phimosis,  which  produce  local  irritation,  nerv- 
ousness, irritable  temper,  fretfulness,  and  bad  habits; 
prevent  fatigue,  overstimulation,  overexcitement.  Keep 
busy  by  ample  simple  play  material,  environment  for 
exploration.  Avoid  unnecessary  prohibitions,  or  un- 
natural conditions  necessitating  prohibitions. 

Sense  of  law:  Develop  through  strict  regularity  of 
daily  regimen  in  feeding,  eliminations,  sleep;  con- 
sistency in  care  and  discipline. 

Cleanliness :  Cultivate  sense  of  cleanliness  by  daily 
baths ;  beginning  in  second  year,  by  always  washing 
hands  before  and  after  meals  and  after  toilet. 

Obedience 

Intellectual  and  Play  Interests.     2  to  6  years. 

Sensory  and  motor  stage:  Range  of  active  sen- 
sory experiences,  —  tasting,  touching,  hearing,  seeing 

Interest  in  color,  sound,  tasting,  strongest  at  4  to 
6  years 

Constant  sensory  experimentation  and  exploration 

Experimental  science ;  taking  apart ;  finding  source 
of  motion  or  noise 

Nature  interest;  animals,  birds,  insects,  flowers; 
watching  actions,  noting  striking  characteristics  of 
appearance 

Interest  in  experimenting  with  material  (2  to  4 
years) ;  in  making  for  use  (4  to  6  years) 

All  work  crude ;  materials  large,  coarse,  utilizing 
fimdamental  muscles;  periods  short,  to  avoid  strain 
of  eyes  or  nerves 

Handcrafts : 

(a)  Building,  digging,  sand  play  (from  one  year) 

(b)  Carpentry,  drawing,  painting,  modeling  (from 
two  years) 


252  THE  MOTHERCRAPT  MANUAL 

(c)  Cutting,  pasting,  heavy  paper  construction  (from 

4  years. 

(d)  Coarse  weaving,  cardboard  construction  (from 

5  years) 

Language :  Articulation ;  increasing  vocabulary ;  sen- 
tence construction 

Comparison  of  words  (sounds  and  meanings) 
Beginnings  of  simple  original  story-telling 
Fairy  tales,  myths,  fables,  animal  stories,  anecdotes 
of  children ;  Mother  Goose,  selected  poetry 

Measuring,  counting   (after  4  years,  if  interested) 

Rhythm:  Marching,  skipping,  simple  folk  dancing, 
clapping 

Music:  Hearing  and  improvising  instrumental  and 
songs ;  much  spontaneous  singing 

Motor  coordinations:  Walking  on  straight  line; 
balancing,  throwing,  catching,  consistency 

Forming  of  clearer  perceptions  of  objects,  social 
actions,  moral  distinctions 

Curriculum 
For  Religious,  Moral,  Emotional  and  -Esthetic  Values 

Sensory  training:  Variety  of  objects,  varied  sizes, 
shapes,  texture,  hardness 

Prismatic  colors  in  graded  shades,  in  fabrics,  paper, 
toys 

Variety  of  musical  instruments  or  musical  sounds; 
piano,  violin,  cello,  guitar,  organ,  fife,  flute,  horn, 
willow  flute,  drums,  tubephone,  cymbals,  tambourine, 
Japanese  gong,  musical  bells,  musical  glasses 

Toy  stringed  instruments,  drum,  made  by  child 

Attention  called  to  sounds  of  nature:  Wind,  rain, 
splash  and  trickling  of  water,  calls  of  animals,  birds, 
insects 

Taste,  smell,  temperature  and  weight  senses  of  minor 
importance ;  to  receive  slight  attention 

Discrimination  of  finer  differences  in  shades  of  color, 
loud  and  soft  sounds,  high  or  low  tone,  slow  or  quick 


A  CURRICULUM  FOR  BABYHOOD  253 

rhythm,  rough  or  smooth  surface,  soft  or  hard  tex- 
ture, weight,  temperature 

Memory  of  sensation,  and  abihty  to  match  it ;  appHed 
to  colors,  shapes,  textiires,  sounds 

Motor  Training:  Coordination  of  eye  and  hand  by 
aiming  at  a  mark,  catching  ball,  ring,  dangling  rope; 
pouring  liquids,  measuring  liquid  and  dry  measure, 
linear  measure 

Coordination  of  eyes  and  legs  by  jumping  over  or 
at  a  mark 

Coordination  of  legs  in  marching,  skipping,  walking 
up  and  down  a  short  stairway  or  stile 

Acquiring  balance  by  walking  on  a  line,  rail,  plank; 
climbing  low  ladder,  low  trees,  broad  planlcs,  low  eleva- 
tion 

Coordination  of  arms  and  hands  by  carrying  own 
cup  and  spoon  at  meals,  eating  without  bib  (after  three 
years) ;  neatness  in  table  manners ;  assisting  in  serving 
and  clearing  away  meals ;  dusting,  sweeping 

Climbing  low  ladder,  bars,  trees;  swimming  (4 
years).  Free,  impromptu  interpretation  of  instrumen- 
tal rhythms  of  distinctive  character,  by  dancing  and 
pantomime 

Habits  of  neatness  and  orderliness  are  taught  by 
care  of  own  clothing  as  removed,  and  putting  away  of 
toys.  Social  conventions  taught  through  good  ex- 
amples and  through  dramatic  play;  promptness  by 
immediate  response  when  called;  hygiene  and  clean- 
liness by  brushing  of  own  teeth,  washing  of  face  and 
hands,  cleaning  of  finger  nails,  brushing  of  shoes 
(needing,  of  course,  some  supplementary  treatment), 
putting  own  clothes  off  and  on  (after  3  years),  fastening 
and  unfastening  own  shoes  and  clothes.  (Note  that 
clothing  should  fasten  in  front  or  on  shoulders,  shoes 
preferably  laced.) 

Language:  Distinct  articulation  and  enunciation 
are  taught  through  good  examples,  by  training  in 
special  sounds  that  are  omitted  or  incorrectly  pro- 
nounced after  four  years  of  age,  by  training  in  modula- 


254  THE  MOTHERCRAFT  MANUAL 

tion  and  control  of  pitch  of  voice.  Vocabulary  is 
increased  through  stories  and  daily  conversation. 

Store  of  classic  nursery  rhymes,  poetry,  folk-tales, 
fables,  animal  stories,  fairy  tales 

Colloquial  expressions,  names  of  objects,  songs,  in 
foreign  language,  with  pure  native  accent,  after  three 
or  four  years 

Learning  own  name,  address,  father's  name. 

Reading  and  writing  are  a  hindrance  to  freedom  of 
thought  and  a  strain  upon  eyes,  fingers,  and  nerves. 

Construction:  Building  with  large  plain  blocks  (2- 
inches  and  larger)  of  wood,  cement,  stone;  variety  of 
geometric  forms ;  new  forms  added  singly  and  gradually. 

Building  with  peg-lock  blocks,  meccano,  and  other 
interlocking  and  knockdown  apparatus 

Hammering,  sawing,  planing,  boring 

Making  of  simple  whitewood  furniture  and  toys 

Cutting  out  toy  birds,  animals,  toys,  from  soft  wood, 
with  coping  saw 

Making  birdhouses  and  drinking  fountains  of  wood, 
clay,  cement 

Making  designs  with  large  wooden  beads  (1-inch 
size),  sticks  (not  less  than  J  inch  diameter,  4  inches 
long),  colored  mosaics  of  stones  (not  less  than  1-inch 
side),  pegboards  (pegs  not  less  than  |  inch  diameter) 

Stringing  large  wooden  beads;  buttons  (after  3 
years) 

Filling  in  simple  designs  having  distinct,  heavy  out- 
lines, using  water  color  or  crayola ;  suggestions  regard- 
ing technique  given  only  as  requested. 

Painting  walls,  boxes,  or  other  large  surfaces  with 
2-inch  brush,  or  pretending  painting,  using  water 

Modeling  and  building  in  sand ;  shaping  land  and 
water  forms,  building  farms  and  villages 

Imaginative  work,  not  copying  directly  from  objects, 
in  modeling  or  drawing. 

Free-hand  paper  cutting  or  tearing  of  circles,  squares, 
utensils,  furniture,  fruits,  animals,  dolls 

Cutting  out  pictures  having  simple,  heavy  outline 

Making  toys  and  furniture  with  spools,  boxes 


A  CURRICULUM  FOR  BABYHOOD        255 

Simple  paper  folding  (occasionally) 

Coarse  weaving  with  lamp  wicking  or  cloth  strips 

Nature:  Assistance  in  care  of  pets,  garden,  house 
plants 

Exploration  of  meadows,  garden,  woods 

Observation  of  many  domestic  and  wild  animals, 
chickens,  birds,  insects,  and  their  ways,  nests,  food, 
enemies,  protection 

Observation  in  native  habitat  where  possible,  or  in 
zoological  gardens,  home  or  public  aquaria 

Collections  of  stones,  shells,  flowers  (not  pressed) ; 
leaves  (pressed  and  mounted),  grasses,  seeds,  insects  for 
vivarium 

Observation  of  clouds,  direction  of  wind ;  frost  pic- 
tures, snow  crystals ;  rising  and  setting  of  sun ;  length 
of  shadows ;  evening  star,  milky  way,  phases  of  moon ; 
chief  land  and  water  forms  —  mountains,  hills,  valleys, 
islands,  rivers,  lakes,  waterfalls;  changing  seasons, 
their  characteristics,  special  gifts ;  preparation  of  man, 
animals,  plants  for  winter 

Call  attention  to  life  processes  in  plants,  including 
growth,  blossoming,  fertilization,  protection  of  flowers 
and  seeds,  distribution  of  seeds;  also  care  of  animals 
for  their  young,  preparation  of  nest  or  shelter. 

Identification  and  naming  of  a  few  most  common 
animals,  flowers,  insects,  birds,  trees 

Attention  called  to  types,  as  trees,  trunks,  branches, 
bark,  leaves ;  plants,  leaves,  flowers,  fruits 

Geography  and  History:  Methods  of  travel;  in- 
dustries, especially  simple  or  primitive  forms  of  pro- 
viding shelter,  food,  clothing ;  children  of  any  lands  or 
times ;  their  ways  of  living  compared  with  his.  After 
three  years,  tell  stories  of  American  history,  construc- 
tive, not  military 

Hygiene :  Care  of  teeth,  eyes,  ears ;  correct  posture 
in  sitting  and  standing;  protection  from  germs  by 
cleanliness,  care  in  coughing  and  sneezing,  disuse  of 
public  towels  or  drinking  cups ;  first  aid  in  bruises,  cuts, 
bums,  fire  (clothing  or  dwelling) 


256  THE  MOTHERCRAFT  MANUAL 

Experimentation :  Simple  experiments  in  mechanics, 
electricity,  chemistry,  cooking 

Concentration :  cultivate  through 

(a)  providing  environment  and  material  that  foster 
exercise  of  spontaneous  interests  in  handling,  examining, 
experimenting,  constructing  ; 

(b)  avoiding  interruption  when  child  is  attentive 
to  an  action,  unless  for  important  reason  such  as 
physical  regimen,  danger  of  fatigue  or  satiety ; 

(c)  Correlating  interests  into  an  organized  play, 
e.g.,  building  of  a  doll's  house;  playing  store;  telling 
or  dramatizing  of  a  continued  story,  lasting  for  days  or 
weeks  (after  two  years) ; 

(d)  Giving  a  direction,  request  or  command  only 
once,  and  requiring  attention  and  prompt  response. 

^Esthetic  Appreciation :  Rhythm  acquired  through 
hearing  of  rhythmic  songs,  music,  chanting  of  non- 
sense or  poetry ;  and  through  rhythmic  plays,  marching, 
dancing 

Taste  for  good  songs,  music,  pictures,  color  combina- 
tions, simplicity,  orderliness,  harmony,  cultivated  by 
good  examples  in  housekeeping,  furnishings,  decora- 
tions, clothing,  books,  toys,  music  in  home 

Experimentation  with  color,  modeling  material, 
rhythm,  musical  sounds 

Play  with  toy  musical  notation 

Emotions :  Train  in  control  of  temper,  disappoint- 
ment, in  genuine  but  not  gushing  expression  of  affection 
and  joy. 

Discourage  showing  off,  attempts  to  attract  attention 
to  self,  or  other  forms  of  conceit,  vanity  or  self -conscious- 
ness ;  direct  this  energy  into  though tfulness  for  others. 

Treat  bad  temper,  sulkiness,  fretting,  as  symptoms 
of  ill-health,  and  let  the  child  sit  down  or  lie  down  until 
relaxed  and  good-humored,  diverting  attention  mean- 
while to  other  subjects.  In  extreme  cases,  put  gently 
to  bed,  possibly  giving  also  a  warm  bath.  Do  not 
ridicule  any  expression  of  emotion  or  do  anything  to 
foster  seK-consciousness. 


A  CURRICULUM  FOR  BABYHOOD  257 

Set  an  example  of  wholesome  emotional  expression. 

Avoid  any  conditions  that  might  foster  fear,  such  as 
fright,  grewsome  stories,  nervousness,  indigestion,  ex- 
citement before  bedtime. 

Counteract  instinctive  and  imaginary  fears  through 
example  of  poise,  ideals  of  bravery,  confidence  in  Provi- 
dence and  nature,  closer  acquaintance  with  special 
objects  feared,  as  animals,  darkness,  closets. 

Moral :   (See  Birth  to  2  years)    Add  at  this  stage : 

Strict  obedience 

Teasing,  pouting,  sulking  and  tantrums  eliminated 
by  denying  objects  thus  sought 

Generosity,  sharing  with  others,  giving  gifts 

Thoughtfulness  for  comfort  and  happiness  of  family 
and  playmates 

Learning  to  play  with  others  peacefully ;  solitary  play 
as  natural  consequence  of  quarrelling 

Patience  in  accomplishing  a  desired  end 

Honesty.  Differentiate  between  (a)  imaginary  tales 
and  (6)  attempts  to  deceive,  usually  for  the  sake  of 
escaping  punishment  or  gaining  some  desired  object. 
Example  of  honesty  in  keeping  promises  to  child,  tell- 
ing truth  to  others 

Confidence  in  self,  in  universe  (God  and  nature) 

Show  narrowness  of  tattling,  snobbishness,  unkind 
criticism 

Respect  for  body;  modesty;  by  example  and  in 
physical  care 

Large  vocabulary  of  adjectives  and  exclamations 
as  preventive  of  slang  and  vulgarity ;  examples  of  good 
speech;  prompt  eradication  of  slang  or  vulgarity,  by 
natural  consequences,  such  as  washing  of  mouth,  play 
alone 

Answer  child's  questions  regarding  origin  of  life 
reverently,  seriously,  honestly,  with  emphasis  upon 
nurturing  and  on  social  cooperation  of  mother  and 
father;  give  a  bias  toward  the  social  and  spiritual 
relations  of  family  life,  and  a  suggestion  of  the  future 
parental  responsibilities  of  the  child. 

Memorizing  of  mottoes,  wise  sayings,  proverbs 


258  THE  MOTHERCRAFT  MANUAL 

Religious : 

Respect  for  authority,  by  example,  and  by  require- 
ment of  obedience 

Foster  sense  of  mystery  and  wonder  through  life 
and  nature 

Example  of  worship  at  home 

Teaching  of  simple  childish  prayers,  if  child  asks  for  this 

Answering  child's  theological  questions  reverently 
and  seriously,  as  he  asks  them 

Telling  selected  Bible  stories 

Occasionally  taking  to  opening  service  at  church 

Singing  of  hymns  informally  at  home 

Teaching  child  hymns  and  carefully  selected  Bible 
verses 

Intellectual  and  Play  Interests.     6  to  9  Years 

Extensiveness :  Gathering  experiences.  Little  at- 
tempt at  organizing,  systematizing,  memorizing,  or 
formal  education.  Less  fragmentary  than  in  previous 
stage 

Great  variety  of  interests;  seeking  knowledge  of 
natural  world 

Experimental  science — physics,  chemistry,  mechanics 

Analysis  of  objects  to  find  construction,  source  of 
motion,  sound 

Handcrafts:  Carpentry,  weaving,  building,  draw- 
ing, painting,  modeling 

Making  for  use ;  less  interest  in  mere  activity ;  in- 
terest in  workmanship  developing 

Gardening :  Care  of  pets ;  observing  animals,  insects 
Collecting   stones,    leaves,   seeds,   curios,   historical 

souvenirs 

Rhyming ;  increasing  vocabulary ;  conversation  and 

original  story-telling ;  foreign  language  (colloquial) 
Primitive  people  and  ways  of  living 
Sources  of  supply  of  food,  clothing,  shelter 

Curriculum 

Sensory  training:  Sorting  and  examining  fabrics, 
colors  used  in  construction 


A  CURRICULUM  FOR  BABYHOOD        259 

Experimenting  with  sounds  and  improvising  of 
melodies  and  rhythms  continued 

Permit  attempts  to  pick  out  tunes  on  musical  in- 
strument 

Frequent  attentive  hearing  of  good  instrumental 
music,  short  duration 

Occasional  visit  to  art  museum  or  store,  without 
comments,  giving  information  on  request 

Motor  training:  More  difficult  and  complex  co- 
ordination of  muscles  mentioned  in  previous   period 

Greater  accuracy,  skill,  assurance,  freedom 

More  use  of  forearm 

Use  of  fingers  in  handcrafts 

More  complex  and  complicated  movements  in  march- 
ing and  dancing 

Alertness  in  changing  from  one  rhythm  to  another 

Free  impromptu  pantomime,  interpreting  instru- 
mental rhythms 

Pantomime  of  stories 

Posing,  original  ideas  or  copying  famous  pictures 
or  statues 

Tableaux;  charades 

Forms  of  housework:  sweeping,  dusting,  scrubbing, 
washing,  ironing,  dish-washing,  table-laying,  making 
beds;  for  accuracy,  neatness,  dispatch,  concentration, 
application,  responsibility,  as  well  as  motor  training 

Skating,  swimming 

Use  of  swinging  rings,  parallel  bars,  rope  ladder; 
climbing  trees 

Avoid  activities  that  strain  heart  or  produce  great 
fatigue. 

Language:  Encourage  conversation,  discussion  of 
topics  of  interest  and  value,  story-telling.  With  models 
of  correct  grammar  and  idiomatic  English  in  earlier  child- 
hood, there  will  be  little  incorrect  language  to  correct. 

Increase  vocabulary  especially  by  descriptive  words 
in  story-telling. 

Continue  models  of  distinct  enunciation,  well- 
modulated  voice. 


260  THE  MOTHERCRAFT  MANUAL 

Encourage  rhyming;  do  not  ridicule  or  make  light 
of  rh>Tnes. 

Spontaneous  dramatizing  of  stories ;  permit  freedom, 
and  absence  of  self-consciousness  in  expression;  avoid 
criticism  of  technique  or  form  of  expression. 

Teach  colloquial  expressions,  poems,  songs,  from 
foreign  language,  with  pure  accent. 

Avoid  forcing  of  interest  in  reading,  writing,  or 
number;  prohibit  for  nervous  child;  discourage  for 
bookish  child,  and  supply  more  real  interests.  For 
normal,  active  children,  assist  spontaneous  interest, 
in  short  periods,  with  careful  regard  for  hygiene  of 
eyes. 

Nature:  Providing  food  and  drink  for  wild  birds, 
animals,  insects  not  pests 

Care  of  pets,  gardening,  with  responsibility  for 
daily  care 

Encourage  collections  as  in  previous  period,  adding 
insects  and  small  live  animals  kept  in  vivarium,  birds' 
nests,  pictures  of  birds. 

Keep  calendar  of  birds,  flowers,  weather  conditions. 

Observe  effects  of  frost,  wind,  rain,  streams,  waves, 
upon  soil  and  rocks. 

Observe  unfolding  of  leaves  and  blossoms,  and  forma- 
tion of  seeds  from  flowers;  methods  of  protecting  and 
distributing  seeds. 

Plant  large  seeds  where  process  of  germination  can 
be  observed. 

Identification  of  trees,  birds,  flowers,  insects 

Gathering  of  nuts;  drying  of  fruits  and  vegetables 
for  winter 

Observation  of  some  inherited  characteristics  in 
flowers  and  animals 

Raising  of  pigeons  or  chickens  or^a  litter  of  kittens, 
rabbits,  or  guinea-pigs 

Noting  cooperation  of  father  in  care  of  birds 

Study  of  primitive  life,  types  of  dwellings,  providing 
of  food  and  clothing,  making  of  weapons 

Learning  days  of  week,  months  of  year ;  telling  time 
of  day  by  clock  and  sun  dial 


A  CURRICULUM  FOR  BABYHOOD        261 

Sciences :  Simple  experiments  in  physics  and  chemis- 
try continued,  in  response  to  child's  questions  regarding 
composition  of  substances,  principles  of  mechanics  and 
electricity,  etc.  For  example:  differences  noted  be- 
tween solids,  liquids  and  gases;  acids  and  alkalies; 
adhesion,  cohesion ;  composition  of  water 

Cooking 

Construction  of  batteries,  and  making  of  toy  tele- 
phone 

Application  of  water  power  to  toy  machines;  wind 
power  to  sailboats,  toy  wind  mills 

Making  toy  steam  engine  and  harnessing  to  toy 
machinery 

Comparing  specific  gravity  of  different  substances 

Observation  of  stars  in  early  evening 

Identification  of  dipper,  north  star,  evening  stars, 
and  a  few  constellations  visible  before  child's  bedtime 

Anatomy  and  physiology :  Main  facts  and  processes ; 
principles  of  hygiene ;  first  aid  in  drowning 

Mathematics :  Counting  small  quantities 

Measuring  as  in  previous  period ;  use  of  pints,  quarts, 
ounces,  pounds,  peck,  bushel;  playing  store  with  real 
measures  and  wares ;  making  change  with  toy  money ; 
metric  measures 

Use  of  common  fractions  in  construction  and  store  play 

Buying  at  store  and  making  change 

Use  of  small  weekly  allowance 

Measuring  inches,  feet,  yards,  rods,  in  construction 
and  store  play 

Reading  thermometer 

Construction :  Making  of  more  difficult  things 

More  attention  to  workmanship  —  accuracy  and 
finish  of  product,  skill  in  handling  tools 

Use  of  smaller  and  finer  materials 

Carpentry ;  wood  carving ;  making  of  cement  blocks ; 
modeling  with  clay,  having  good  pieces  fired;  use  of 
potter's  wheel 

Weaving  with  raffia,  carpet  woof,  yarn,  quarter- 
inch  strips  of  cloth  or  silk 


262  THE  MOTHERCRAFT  MANUAL 

Stringing  small  wooden  beads,  glass  beads,  papers 
and  straws,  berries,  seeds 

Paper  cutting,  freehand,  and  following  a  line 

Coarse  sewing  for  dolls,  simple  personal  mending, 
making  of  gifts  (periods  not  longer  than  half  hour) 

Basket-making  with  raffia  and  other  flexible  material 

Experiments  in  carding  of  wool,  spinning  of  yarn 
and  thread 

Making  miniature  types  of  dwellings  of  primitive 
peoples,  as  Indians,  Laplanders,  Filipinos 

Making  toy  theaters  and  puppets 

Making  scrapbooks  classified  for  different  subjects  of 
interest 

Drawing  still  from  imagination,  not  directly  from 
object,  viz.,  an  avenue  of  creative  imagination,  not  of 
accurate  observation  nor  logical  analysis  of  line  or 
form.  Water  color  and  crayola  used  in  the  same  way ; 
copying  of  objects  or  pictures  permitted  if  spontaneous ; 
coloring  pictures 

Little  criticism  of  technique,  avoiding  any  suggestions 
that  might  repress  freedom  of  expression,  individuality, 
or  confidence 

Suggestions  for  improvement  in  technique  as  re- 
quested 

Improvising  of  melodies  and  little  songs 

^Esthetic  Appreciation :  As  in  previous  period 
Making    collections    of    pictures    from    magazines, 
reproductions  of  paintings  and  sculpture,  allowing  free 
individual  choice;    abundance  of  good  examples  pro- 
vided 

Moral :  As  in  previous  periods 
Little  appeal  to  conscience,  motives,  ambitions 
Training  in  good  habits  as  part  of  regular  routine 
Stories  of  fidelity,  loyalty,  generosity,  helpfulness, 
patience 

Religious :  As  in  previous  period 
Avoid  forcing  of  religious  interest  or  observance  of 
forms 
Select  Sunday  school  with  care.    May  be  preferable 


A  CURRICULUM  FOR  BABYHOOD  263 

to  take  child  to  opening  portion  of  church  service,  and 
to  full  service  on  festival  days 

Bible  stories  especially  of  Old  Testament  history; 
boyhood  of  Christ 

Stories  from  lives  of  religious  leaders 

Portions  of  religious  allegories,  as  * '  Pilgrim's  Progress  " 

Cultivate  tolerance  for  other  sects. 

Intellectual  Interests.    8  or  9  to  12  Years 

Tools  of  knowledge  —  reading,  writing,  spelling, 
numbers 

Repetition  and  drill ;  learning  by  rote 

Tests  of  observation,  attention,  mental  alertness, 
power  of  inhibition 

Little  use  for  explanations  or  power  of  abstract 
reasoning 

Language :  Play  upon  words ;  secret  language,  for- 
eign language 

Collections:  Collecting  interest  at  greatest  height; 
nature  chief  collecting  interest;  imitative  in  collect- 
ing interests 

Mathematics :  Simple  arithmetical  processes 
Narrative  history ;  action,  adventure,  biography 
Physical  geography :    Social  geography  —  customs, 
habits,  living  conditions  of  people  in  other  countries 

Nature :  Care  of  pets,  play  with  animals,  gardening, 
collecting 

Handcrafts:  Great  range;  development  of  skill 
and  workmanship 

Coordination  of  muscular  action  with  sense  judg- 
ments 

Mechanics,  electricity,  chemistry;  mechanical  puz- 
zles (interest  culminates  at  11  years) 

Toy  interest  decreasing  toward  end  of  period 

Doll  interest  with  girls  reaches  climax  at  11  years; 
ceases  with  boys  at  8  years. 

Beginnmg  interest  in  making  livelihood. 


CHAPTER   XIII 
PLAY 

"  Play  is  the  highest  phase  of  child-development  —  of  human 
development  at  this  period  (childhood) ;  for  it  is  self-active  repre- 
sentation of  the  inner,  from  inner  necessity  and  impulse." 

"  The  plays  of  childhood  are  the  germinal  leaves  of  all  later 
life;  for  the  whole  man  is  developed  and  shown  in  these." 

"  Come,  let  us  live  with  our  children." 

—  F.  Froebel. 

Play  is  spontaneous  self-activity.  It  is  not  found 
among  lower  forms  of  animal  life.  The  length  of  the 
play  period  with  any  species  is  directly  related  to  the 
degree  of  intelligence  of  which  it  is  capable. 

Young  children  instinctively  play  activities  which 
become  work  when  they  are  mature,  and  which  their 
ancestors  have  practiced  as  work.  Among  animals, 
play  is  Nature's  method  of  training  for  responsibilities 
of  maturity  in  food-getting  and  protection  from 
enemies. 

Among  the  great  educators  of  earlier  days  who  have 
recognized  the  value  of  play  as  a  means  of  education  of 
children  are  Plato,  Comenius,  Rousseau,  Locke, 
Rabelais.  Pestalozzi  and  Froebel  were  the  first 
modem  educators  to  practically  utilize  play  in  the  edu- 
cation of  little  children,  and  the  widespread  interest 
in  play  to-day  is  traceable  to  their  efforts  and  influence. 

Play  and  Work.  In  play  the  individual  expresses 
his  own  desire,  unhampered  by  artificial  restriction  or 
repressions,  limited  only  by  his  own  strength,  his 
imagination,   and  the  facilities  of  the  environment. 

264 


PLAY  265 

Play  is  not  necessarily  easy,  in  the  sense  of  making 
small  demands  upon  physical  strength  or  mental 
energy.  Any  one  who  watches  children  at  their  play 
knows  that  the  intensity  of  their  interest  and  desire 
leads  them  into  work  requiring  the  utmost  of  their 
physical  strength,  endurance,  and  skill,  and  the  great- 
est exercise  of  imagination,  initiative,  judgment,  pa- 
tience in  the  solving  of  problems;  drudgery  is  per- 
formed with  relative  ease,  because  it  is  appreciated 
as  a  necessary  means  to  a  greatly  desired  end.  There  is 
no  value  in  drudgery  as  such.  It  is  a  part  of  the  great 
art  of  life  to  select  motives  and  activities  that  are  an 
expression  of  self-activity,  and  to  perform  the  drudg- 
ery in  the  same  spirit  expressed  by  children  in  their 
play.  Drudgery  becomes  irritating  when  it  is  not 
appreciated  in  its  relation  to  an  interest,  as  when  it  is 
a  task  set  by  some  one  else,  with  no  relation  to  the 
life  of  the  doer;  or  is  the  performance  of  labor  for 
others  merely  for  pay,  without  any  personal  interest 
in  the  work  or  its  results. 

The  child  must  learn  to  perform  many  duties  in  his 
own  personal  care,  in  the  life  of  the  household,  the 
family,  and  the  community.  It  is  of  greater  value  to 
put  imagination  and  the  play  spirit  into  these,  to  learn 
to  make  games  of  them,  than  it  is  to  make  dull,  un- 
imaginative drudgery  of  them.  During  his  fourth  or 
fifth  year  the  child  can  begin  to  comprehend  the  values 
of  these  tasks,  in  self-dependence,  service  to  others, 
cooperation  in  the  advancement  of  human  life,  and 
that  he  has  the  part  of  a  worker  to  play  in  the  great 
game  of  life. 

Learning,  intellectual  study,  art,  should  by  all 
means  be  forms  of  self-expression,  a  development  of 
personality,  a  source  of  happiness  in  their  acquire- 
ment, —  play  in  a  large  sense.  If  the  pupil  is  un- 
happy, disinterested,  inattentive,  the  teacher  or  the 
educational  system  is  at  fault  in  not  having  discovered 


266  THE  MOTHERCRAFT  MANUAL 

the  vital,  instinctive  interests  of  the  child  and  his 
natui'al,  spontaneous  way  of  learning.  Better  turn 
such  a  child  out  for  free  play  and  first  learn  from  him 
what  are  his  vital  interests,  and  then  utilize  these,  in 
this  play  spirit,  to  bring  to  him  content  and  discipline  of 
educational  —  that  is,  permanent  and  highest  —  value. 

This  ideal  is  practically  possible  by  studying  the 
child's  instinctive  activities  and  interests  at  any  given 
stage,  and  supplying  (a)  conditions  in  the  environment 
which  permit  his  full  and  rich  expression  of  these  in- 
terests ;  (b)  content  or  goals  that  have  permanent  life 
value ;  (c)  increasingly  difficult  and  more  complex  con- 
ditions and  problems,  so  that  the  child  is  advancing 
in  skill  and  ability. 

For  example:  The  baby  likes  to  handle  objects. 
Cultivate  this  play  interest  educationally  by  giving 
him  objects  illustrating  a  great  number  of  shapes  and 
sizes.  Utilize  his  love  of  sound  by  letting  him  hear, 
every  day  if  possible,  some  good  music.  The  three- 
year-old  child  loves  to  dramatize.  Teach  him  good 
manners  and  courtesies  in  playing  "  tea-party  "  and 
"  visiting " ;  instruct  him  in  simple  first  aid  and 
hygiene  through  playing  "  doctor."  Later,  tell  him 
great  stories  from  the  myths,  from  history,  from  classic 
literature,  that  he  can  "  play  out." 

At  about  five  years  of  age  children  instinctively  pour 
and  measure.  Instead  of  leaving  this  to  chance 
play,  it  is  possible  to  make  it  of  permanent  (educational) 
value  by  providing  (a)  a  play  space  for  various  kinds 
of  measuring ;  (b)  a  variety  of  substances  to  measure, 
as  sand,  sawdust,  pebbles,  water,  colored  water,  long 
strips  of  paper,  cheap  tape  or  cloth,  clothespins,  even 
"real"  fruits  and  vegetables;  (c)  standard  measures, 
—  pint,  quart,  gallon,  dry  quart,  peck,  bushel;  later, 
gill  and  ounce,  and  the  pound  and  ounce  weights; 
(d)  bottles  with  wide  mouths,  and  other  receptacles  for 
pouring  into,  that  will  cultivate  steadiness  and  careful- 


PLAY  267 

ness.  Begin  with  two  or  three  measures,  teaching  their 
relation,  as  pint  and  quart,  gradually  adding  more  as 
these  become  known.  Give  at  first  measures  and  bot- 
tles easy  to  pour  into,  later  those  more  difficult,  re- 
quiring better  coordination.  Set  a  standard  of  neatness 
and  accuracy.  Watch  for  indications  of  fatigue  and  let 
the  play  stop  before  there  is  any  strain. 

Normal  children  in  a  normal  environment  do  not 
wish  to  be  amused,  but  they  are  full  of  ideas  of  their 
own  that  they  wish  to  express.  The  adult  very  often 
desires  to  amuse  children,  —  not  primarily  for  their 
benefit  but  for  his  personal  pleasure  in  watching  them 
and  participating  with  them;  he  (or  she)  needs  a 
training  in  self-control  and  a  deeper  understanding  of 
child  nature,  that  he  may  come  to  find  as  keen  satis- 
faction in  standing  aside  and  watching  the  child's 
self-development,  bringing  forward  his  own  personality 
only  where  it  will  be  of  educational  or  social  value. 

Children's  Parties.  Children's  parties  may  be  a 
means  of  social,  physical,  and  spiritual  grace,  or  they 
may  be  made  a  cause  of  nervousness,  dissipation, 
corruptive  ideals.     As  a  means  of  grace,  they  should 

(a)  be  held  in  the  daytime  and  last  about  two  hours  for 
children  under  six,  three  hours  for  the  older  group; 

(b)  preferably  outdoors ;  (c)  include  a  small  group  of 
guests  —  only  four  or  five  for  children  three  to  five 
years,  ten  or  twelve  for  children  five  to  seven,  and 
about  twenty  as  a  maximum  for  children  seven  to  ten ; 
(d)  require  simple  dressing;  (e)  little  preliminary 
excitement  of  preparation;  (f)  games  carefully  con- 
ducted, and  alternated  with  stories  to  prevent  fatigue 
or  too  much  excitement ;  (g)  a  small  amount  of  very 
simple  refreshments,  as  fruit  juice  and  lady  fingers,  or 
milk  and  animal  crackers  for  children  under  five ;  or  a 
small  portion  of  pure  ice  cream  and  sponge  cake  for 
children  five  to  seven;  or  a  small  amount  of  simple 
candy,  nuts,  popcorn  for  children  over  seven. 


268  THE  MOTHERCRAFT  MANUAL 

Play  Room  and  Ground.  The  best  playground  is 
the  home  yard,  where  mother  can  keep  an  oversight ; 
where  other  children  can  come  so  she  knows  the  play- 
mates, and  where  the  child  is  kept  in  sympathy  with 
home  influences.  For  indoor  play,  there  should  be  a 
room  kept  sacred  to  the  uses  of  childhood.  In  this 
way  both  adults  and  children  have  more  freedom,  with 
less  conflict  of  comfort  and  convenience.  For  children 
imder  three  or  four  years  this  room  will  naturally  be 
the  nursery ;  for  older  children  it  should  include  facil- 
ities of  a  workshop. 

The  playroom  should  be  well  lighted  and  venti- 
lated, with  floors  bare  except  rugs  for  small  children  to 
sit  upon.  The  walls,  curtains,  and  rugs  should  be 
washable.  The  color  scheme  should  be  cheerful  and 
attractive  to  childhood.  Yellow,  warm  gray,  or  green 
are  especially  good ;  red  is  too  stimulating ;  violet  is 
oppressive.  Touches  of  rose  or  light  blue  might  be 
added.  The  wall  covering  should  preferably  be  a 
hard  paint  or  Sanitas,  at  least  to  a  four-foot  wainscoting. 
Pictures  should  be  easily  removed,  frequently  changed, 
arranged  with  some  regard  to  unity  and  symmetry. 
Pictures  for  little  children  should  be  hung  low  enough 
to  be  easily  seen. 

The  furnishings  should  include  tables  adapted  to 
the  child's  height,  chairs  of  hygienic  design,  cupboards 
and  window  seats  for  toys,  apparatus,  tools,  books, 
where  they  will  be  kept  out  of  the  dust  and  in  a  rea- 
sonable order.  The  children  should  be  responsible 
for  the  orderliness  of  rooms  and  cupboards,  good  con- 
dition of  walls  and  furniture,  and  ordinary  care  of 
playground  and  playroom.  Children  over  seven  may 
well  be  responsible  for  sweeping,  dusting,  wiping  of 
floors  and  woodwork. 

Playground  Apparatus.  Sand  pile,  in  framework  or 
box,  with  cover  for  protection  from  stray  animals  and 
weather.     White  sea  sand  is  cleanest. 


PLAY  269 

Swings  adapted  to  size  and  development  of  children 

Playhouse 

Place  for  pets  and  garden 

Other  apparatus,  adapted  to  children  at  different 
stages,  is  listed  under  each  period,  in  this  and  two  sub- 
sequent chapters. 

For  the  playroom,  supply  an  aquarium  and  viva- 
rium, tools,  workbench,  materials  for  handwork. 

Play  Interests  and  Activities.    Infancy  to  Four  Years 

Sensory  and  motor  activities 

Individual  play 

Toys   ^ 

Imitation;   simple,  imaginative,  dramatic  play 

Quiet  games  preferred  to  active 

One  to  Eight  Months 

Simple  sense  plays :    Seeing,  hearing,  touching 

Play  with  limbs :  Arms,  hands,  legs,  toes ;  grasping, 
sucking,  reaching  for  objects,  holding,  pulling,  shak- 
ing, kicking 

Pleasure  in  passive  rhythmic  movement  of  limbs,  given 
by  attendant 

Play  with  simple  toys 

Apparatus :  Baby  pen,  toys 

Eight  to  Twelve  Months 

Experiments  with  sounds :  Crumpling  paper,  pounding, 

pulling  bells 
Surprise  and  recognition :  Peek-a-boo 
Play  with  limbs :  Pat-a-cake,  touching  features 
Handling  objects,  turning  key,  opening  and  closing 

doors 
Imitation :  Smiles,  vocal  sounds,  manual  work 
Rolling  ball :  Receiving  ball  when  rolled 
Apparatus : 

Chair  swing,  with  support  for  feet 

Chairs  to  climb  up  by  and  push 


270  THE  MOTHERCRAFT  IMANUAL 

Low  railing  for  support  in  standing  and  walking 
Two  or  three  low,  broad  stairs  (about  6  inches  high, 
12  inches  deep)  to  crawl  up  and  down 

One  to  Two  Years 

Sensory  and  motor  experiments  more  extensive 
Exploring,  handling 

Opening  and  shutting ;  taking  out  and  putting  in ;  turn- 
ing key. 
Digging;  pouring 
Pounding  for  noise,  tearing  paper 
Hiding  self 
Simple  finger  plays,  e.g.,  "This  Little  Pig",  "Creep 

Mouse '^  "Knock  at  Door",  FroebeFs  "  Play  with 

Limbs" 
Rolling  and  tossing  ball  in  free  play 
Brief  games,  rolling  and  throwing  ball,  with  adult 
Play  with  toys,  as  doll,  cart,  train,  animals 
Apparatus : 

Swinging  chair,  with  board  or  wall  to  strike  feet  in 
swinging 

Low  stile  or  stairs,  with  side  rail  or  bannister 

Small,  low  ladder 

12-inch  plank,  6-10  feet  long,  laid   on  ground,  or 
securely  elevated  4  inches,  making  low  bridge 

Kitchen,    cupboards,    drawers,    playroom,    for    ex- 
ploration 

Two  to  Foxir  Years 

Exploring  wider  range;    watching  activities,  people, 

animals,  machinery 
Examining  objects ;   taking  apart  and  putting  together 
Digging,  pouring ;  playing  with  sand,  mud,  water 
Hammering,  pounding;   experimenting  with  sound 
Building  with  blocks ;  piling  up  and  tearing  down 
vSimple  ball  play,  chasing,  rolling,  trying  to  catch 
Finger  plays ;  only  simple  ones  yet  possible,  "  Thumb- 
kin  says,  '  ril  Dance'  ",     "  The  Merry  Little  Men  ", 
"  The  Garden  ",  "  Here's  a  Ball  for  Baby  ",  (Poulsson) 
Jumping    and    sliding    begin;     short    running,    being 
caught 


PLAY  271 

Walking   sidewise    along    fence,    swinging    on    rope; 

climbing 
Imitation  of  adult  activities  begins;  household  work, 

common  industries 
Hiding  self,  but  without  sufficient  control  to  remain 

until  found 
Pounding  and  rolling  modeling  clay ;  pretend  painting, 

drawing,  sewing 
Gathering  stones,  sticks,  bright-colored  objects 
Experimenting  with  liquid  color 
Looking  at  pictures,  especially  of  children,  animals 
Feeding  pets,  planting  seeds 
Play  with  dolls,  toy  animals,  active  toys 
Apparatus  as  for  previous  age,  and  add : 

Slide,  purchased  ready-made;  or  homemade  one  of 

12-inch   plank,    smooth,    waxed,    firmly   secured, 

raised  at  one  end  2  feet,  protected  at  sides  by  3- 

inch  strips,  free  from  slivers 

Board  swing,  with  back,  opposite  board  or  wall  to 

strike  feet  against 
Heavy  rope,  knotted  at  end,  suspended  from  tree 

or  ceiling,  to  catch  hold  of  and  swing  upon 
Pit  of  straw,  hay,  sawdust,  or  sand  to  jump  into 
Playhouse  with  small  doors  and  windows  to  crawl 

through ;  may  be  made  of  large  packing  boxes 
Swinging  bar,  to  hang  from  by  hands,  toes  on 
ground.  Should  be  raised  just  enough  for  difficult 
reach ;  may  be  homemade  of  broom  handle, 
capped  at  ends  with  leather  or  cloth,  suspended 
by  ropes  from  tree  or  ceiling. 
Shallow  brook,  watering  trough,  tub,  or  basin,  for 
water  play 

For  outdoor  play,  clothe  the  child  in  white  or  light 
seersucker  rompers,  with  sandals,  in  summer,  and 
knitted  sweater  and  leggings  in  winter,  for  both  boys 
and  girls. 

Teach  children  how  to  jump  correctly,  landing  on 
soles  of  feet,  bending  the  knees. 

Children  at  this  age  are  most  likely  to  be  at  a  loss 


272  THE  MOTHERCRAFT  MANUAL 

what  to  do  next.  With  ample  opportunity  and  space 
for  exploration,  objects  for  examination,  and  suitable 
apparatus  for  instinctive  physical  activities,  they  will 
find  this  need  met  and  will  not  need  to  be  "  amused." 

Four  to  Six  Years 

Sensory  and  motor  activities 

Dramatic  imitation,  industries,  animals 

Imaginative  dramatic  play ;  dressing  up 

Beginnings  of  group  play,  unorganized 

Beginning  interest  in  circle  games,  singing  games, 
traditional  games 

Finger  plays 

Climbing,  jumping,  rolling,  sliding,  swinging;  balanc- 
ing, walking  on  straight  line 

Beginnings  of  marching,  skipping,  dancing,  swimming, 
skating 

Handcrafts:  Carpentry,  painting,  drawing,  modeling, 
pasting,  building  with  blocks,  mechanical  con- 
struction 

Pouring,  filling,  weighing,  measuring 

Play  with  water,  sand 

Planting,  caring  for  garden ;  caring  for  pets 

Collecting  less  crude;  stones,  sticks,  leaves,  insects, 
pictures,  flags,  buttons,  bright  colored  paper,  cloth 

Doll  play  (boys  and  girls) 

Hiding,  hunting  for  persons  and  objects ;  with  growing 
control 

Simple  tag  games,  short  running,  simple  rules 

Simple  guessing,  observation,  surprise  games;  playing 
tricks 

Play  with  words,  as  nonsense  syllables,  long  words, 
rhyming 

Experimenting  with  sound ;  improvising  songs,  melodies, 
on  instruments 

Experimenting  with  colors  and  shapes ;  sorting,  match- 
ing, grading ;  coloring  pictures 

Looking  at  pictures  with  story  value,  historic  value 

Experimentmg  with  problems  in  physics,  chemistry 

Explormg  a  wider  envii'onment 


PLAY  273 

Apparatus  and  equipment : 

Farmyard,  garden,  orchard,  meadows,  woods,  beach 

Sand  pile ;  sand  box  for  house 

Swings,  slide,  jumping  pit,  playhouse,  adapted  to 
size 

Swinging  rings;  made  of  rope  secured  with  heavy 
surgeon's  plaster,  and  covered  with  cloth,  sus- 
pended from  tree  or  ceiling 

Rope  ladder,  6  feet  high,  with  mattress,  straw,  or 
hay  bed  beneath 

Fence  for  sidewise  walking 

Joist  or  rail,  2  inches  wide,  single  or  parallel,  for 
straight-line  walking 

Aquarium,  vivarium ;   boxes  for  collections 

During  this  period  there  is  need  of  much  companion- 
ship with  a  few  other  children  of  from  three  to  seven 
years.  This  will  give  training  in  generosity,  social 
feeling,  kindness,  patience,  self-control.  It  will  provide 
larger  opportunities  for  dramatic  play,  and  thus  for 
range  of  imagination. 

Six  to  Ten  Years 

Sensory  interests  less  marked 

Ability  to  keep  to  rules  of  game 

Group  play,  especially  traditional,  circle,  singing  games, 

group  competitions,  ball  games 
Running:  Running  games,  catching,  as  in  forms  of 

tag 
Doll  play;  usually  confined  to  girls;  in  latter  part  of 

period,  paper  dolls,  stunt  dolls 
Ball  play  and  games,  especially  among  boys 
Dancing,    balancing,    swimming,    skating,    climbing, 

swinging,  sliding,  tumbling 
Manual  dexterity  in   catching,   throwing,   balancing, 

hitting  at  a  mark,  hitting  at  a  ball 
Dramatic  play  organized  into  serial  play  extending  over 

days  and  weeks,  especially  industrial  activities,  as 

playing  house,  store,  school,  primitive  life;  playing 


274  THE  MOTHERCRAFT  MANUAL 

at  camping,  hunting,  imitating  social  life  of  adults 
as  found  in  environment 

Handcrafts:  Carpentry,  painting,  drawing,  modeling, 
weaving,  sewing,  knitting;  pasting,  papercutting ; 
mechanical   construction 

Decorating,  decorative  designs,  personal  decoration 

Weighing,  measm'ing,  counting 

Housework,  cooking 

Rummaging,  hoarding 

Hiding  and  finding  games  more  complex  and  difficult 

Collecting  interest  strong;  wide  range,  little  classifi- 
cation; includes  pictures,  flags,  stamps,  shells,  sou- 
venirs, leaves,  birds'  eggs,  minerals,  insects 

Gardening ;  care  of  pets 

Games  of  mental  alertness,  observation,  shrewder 
guessing,  physical  alertness,  accuracy,  motor  control 

Play  with  words ;  rhyming,  puns,  riddles,  counting  out 

Measuring  strength  of  wit,  patience,  personality,  will, 
with  others,  especially  adults 

Observing  industries,  visiting  natural  history  museums, 
watching  machinery  in  action 

Exploring  meadows,  fields,  woods,  caves 

Expression  of  natural  ability  in  special  phases  of  art 

Apparatus  and  equipment : 
As  in  previous  period,  except  fence  and  rail 
Ample  space  for  running,  climbing,  group  games 
Companionship  of  comrades,  boys  and  girls,  for  cul- 
tivation   of    social  adjustment    fairness,  generosity, 

competition. 


CHAPTER  XIV 

GAMES 

"  The  difference  between  a  genius  and  a  pedant  consists  exactly 
in  this,  that  the  genius  performs  his  work  playfully,  while  the 
pedant  groans  under  the  drudgery  of  his  task." 

—  Paul  Carus. 

"  The  real  fall  of  man  is  to  do  things  without  zest." 

—  G.  Stanley  Hall. 

The  Value  of  Games.  All  games  are  play,  but  not 
all  plays  are  games.  In  a  game  some  rule  is  involved, 
some  goal  or  object  is  to  be  attained.  Usually,  though 
not  always,  in  a  game,  two  or  more  play  together. 

Most  children  under  three  years  of  age,  and  many 
under  four,  have  not  developed  sufficient  self-control, 
imagination,  memory,  and  judgment  to  play  a  game. 
If  "  Hide-and-Seek  "  is  attempted,  they  will  run  out 
of  the  hiding  place  before  they  are  discovered.  In 
"  Hunt  the  Thimble  '\  they  will  point  out  where  the 
object  is  hid.  They  are  with  difficulty  held  to  the 
sequence  of  circle  games,  except  of  the  simplest  sort. 

At  about  four  years,  however,  most  children  have 
the  mental  and  social  development  to  find  interest  in 
circle  games,  traditional  games,  and  some  competitive 
games. 

Supplementing  the  educational  values  of  play  in 
general,  different  games  have  some  of  these  additional 
educational  values : 

Training  in  social  relationships,  in    group    action, 

cooperation,  competition 
Cultivating  a  sense  of  social  interdependence 

275 


276  THE  MOTHERCRAFT  MANUAL 

Sharing  experiences  with  mates 

Subordination  to  the  rights,  desires,  and  leadership 
of  others 

Loyalty  to  a  leader  or  a  group 

Incentive  to  improvement  of  skill  in  order  to  com- 
pete with  others 

Acceptance  of  the  consequences  of  failure  or  ineffi- 
ciency 

Opportunity  for  leadership  to  him  who  is  able 

Realization  of  law,  through  rules  of  game 

Measuring  of  personal  ability  and  personality  with 
that  of  mates 

Kinds  of  Games.  Games  may  be  classified  accord- 
ing to 

(1)  the  degree  of  physical  activity  involved; 

(2)  the  degree  and  kind  of  mental  activity  required ; 

(3)  the  moral  and  social  traits  cultivated. 

Each  of  these  groups  would  be  subdivided  according 
to  age,  although  some  games  seem  of  interest  at  any 
age. 

With  little  children  in  the  home  it  is  convenient  to 
have  at  hand  a  classified  list.  This  list  should  begin 
with  the  standard  games,  and  be  lengthened  as  new 
ones  are  found  or,  better  still,  are  devised  by  the 
children. 

Any  game  tried  should  be  interesting,  "fun",  that  is, 

(a)  suited  to  the  physical  powers  and  mental  de- 

velopment of  the  child ; 

(b)  expressive  of  his  spontaneous  interests.^ 

Certain  activities  have  play  interest  at  every  stage 
but  could  be  played  only  in  a  very  simple,  brief  game 
under  four  years,  and  for  a  longer  time  and  more  com- 

^  These  spontaneous  interests  and  the  developments  of  physical 
and  mental  abilities  are  briefly  analyzed  in  Chapters  V,  XII,  XIII. 


GAMES 


277 


plexly  after  that  age.  These  most  common  activities, 
or  motifs,  include  surprise,  imitation,  observation, 
guessing,  hiding,  seeking,  catching,  chasing,  running, 
ball  play.  The  worker  with  young  children  should 
be  able  to  invent  many  little  games  based  on  these 
motifs.  Simple  little  songs,  invented,  spontaneously 
improvised,  or  gathered  from  kindergarten  songbooks, 
add  joyousness  to  the  game,  cultivate  a  love  and  ex- 
pression of  music,  and  teach  the  utilizing  of  art  in 
everyday  life. 

Games  may  be  analyzed  by  the  following  scheme, 
to  discover  their  values. 


Active : 

Quiet: 

Outdoor 

Outdoor 

Indoor 

Indoor 

Sensory  Training : 

Motor  Training : 

Sight,  hearing,  touch 

Bodily  control 

Taste,  smell,  weight 

Neatness 

Form,  color 

Alertness  of  response 

Alertness 

Accuracy  of  movement 

Accuracy- 

Coordination    of    different 

Discrimination 

muscles 

SkiU 

Grace 

Mental  Training: 

Observation 

Moral  Training : 

Concentration 

Perseverance 

Alertness 

Courtesy 

Imitation 

Gentleness 

Perception 

Generosity 

Imagination 

Courage 

Judgment 

Patience 

Accuracy 

Independence 

Initiative 

Justice 

Invention 

Sense  of  law 

Leadership 

Cooperation 

Individuality 

Inhibition 

Relaxation 

Humor 

278  THE  MOTHERCRAFT  MANUAL 

Every  game  involves  some  attention  and  conformity 
to  rules.  ''  Follow  the  Leader "  involves  activity, 
careful  observation  of  the  leader's  movements,  imita- 
tion, alertness,  motor  control,  and  reasoning  in  guessing ; 
if  trade  is  represented,  the  leader  must  exercise  in- 
genuity and  initiative  in  thinking  of  a  new  movement. 
''Spin  the  Platter''  and  "Drop  the  Handkerchief" 
require  mental  alertness  intermittent  with  attention. 
*'  Cat  and  Mouse  "  and  "  Hawk  and  Chickens  "  re- 
quire physical  alertness,  dexterity,  and  quick  judg- 
ment. "  Ring-around-a-Rosie "  involves  rhythm, 
chanting,  and  a  bit  of  the  ludicrous.  "  Charlie  Over 
the  Water "  is  a  step  further,  involving  mental 
and  physical  alertness.  "  Little  Sallie  Waters "  and 
**  Farmer  in  the  Dell  "  involve  love  of  rhythm  and 
music,  dramatizing,  and  the  choice  of  a  partner. 

Games  for  the  Littlest 
Eight  to  Eighteen   Months.     Motor   control,    finger 


the 


plays,  surprise 

Finger  Plays : 

Falling,    Falling    (Mc 

Peek-a-boo 

Play) 

Pat-a-Cake 

Rolling  and  receiving 

Open  the  Door 

ball 

This  Little  Pig 

Hiding  self 

Hiding  things 

Catching 

One  to  Three  Years.     Motor  control,  finger  plays, 
hiding;  observation,  surprise,  guessing,  imitation 

Hide  and  Seek  (very  simple)  Finger  Plays : 

Hunt  the  Thimble  (use  ball       Here's  a  Ball  for  Baby 

or  doll)  The  Merry  Little   Men 

Chasing  and  catching  Finger  Piano 

Rolling,  tossing,  and  catch-       Shut  them,  Open 

ing  ball  Thumbkin     says,     "  I'll 

dance  " 


GAMES  279 

Nursery  Finger  Plays 

1.  This  Little  Pig  Went  to  Market 

2.  Knock  at  the  door  (tap  the  forehead) 
Peep  in  (lift  the  eyelid) 

Lift  up  the  latch  (touch  tip  of  nose) 

Walk  in  (touch  lips) 

Take  a  little  chair 

Right  down  under  there  (chucking  under  the  chin). 

3.  Here's  my  father's  knives  and  forks  (hands  back  to 

back,  fingers  standing  up  like  rake) 
Here's  my  mother's  table  (hands  turned  over,  the 

interlaced  fingers  flat  like  a  table) 
Here's  my  sister's  looking-glass  (forefingers  raised, 

forming  a  triangle) 
And  here's  the  baby's   cradle    (little  fingers   also 

raised,  forming  a  triangle  for  front  piece  of  cradle). 


4.  Here's  the  church  (position  as  in  line  2  of  preceding) 
And  here's  the  steeple     '*    "    "     *'    3" 

Open  the  door  "        ''   ''    "    1"         '* 

And  see  all  the  people. 

5.  "  Shut  them,  open ;  shut  them,  open ; 
Give  a  little  clap ; 

Open,  shut  them ;  open,  shut  them ; 

Fold  them  in  your  lap ; 

Creep  them,  creep  them,  creep  them,  creep  them. 

To  the  little  chin ; 

Open  wide  the  little  mouth, 

And  pop  a  finger  in. 

"  Shut  them,  open ;  shut  them,  open, 

To  the  shoulders  fly ; 

Open,  shut  them ;  open,  shut  them, 

Up  into  the  sky ; 

Falling,  falling,  falling,  falling. 

Almost  to  the  ground ; 

Hold  them  up  in  front  of  you 

And  twirl  them  round  and  round." 


280  THE  MOTHERCRAFT  MANUAL 

6.  Thumbkin  says,  "  Til  dance," 

Thumbkin  says,  "  FU  sing,'' 
Dance  and  sing,  ye  merry  little  men, 
Thumbkin  says,  "  Fll  dance  and  sing." 

(Tapping  with  thumb,  other  fingers  closed) 

Pointer  says,  etc.     Refrain 
Tall  man  says,  etc.       " 
Ring  man  says,  etc. 
Little  man  says,  etc. 


(On  refrain,  all  fingers  tapping) 

All  men  say  they'll  rest 

All  men  say  they'll  sleep. 
Rest  and  sleep,  ye  merry  little  men ; 
All  men  say  they'll  rest  and  sleep. 

(Last  stanza,   hands  closed,   thumb  inside;    sing 
softly) 

7.  Now  see  we  here 
These  friends  so  dear, 
As  they  together  meet. 
With  bows  polite 
And  faces  bright 
Each  other  they  will  greet. 
Oh,  "  How  do  you  do,"  and 
"  How  do  you  do,"  and 
"  How  do  you  do,"  again 
And  "  How  do  you  do," 
And  "  How  do  you  do," 
Say  all  these  little  men. 

(Hands  held  up  with  fingers  erect,  palms  opposite. 
At  line  7,  thumbs  bent  toward  each  other,  and  fol- 
lowing fingers  on  each  succeeding  greeting ;  all  together 
on  line  11.) 

Three  to  Four  Years.  Children  are  usually  not  yet 
interested  in  group  games;  some  children  not  until 
five  or  six  years.    At  this  age  children  can  play  to- 


GAMES  281 

gether  with  their  toys  but  cannot  manage  a  game 
among  themselves.  They  are  able  to  play  simple 
games  with  an  adult.  The  parent  or  teacher  can 
make  simple  games  out  of  the  daily  activities. 

Slightly  more  difficult  finger  plays  and  forms  of 
games  than  those  listed  in  previous  age  period  can  be 
used,  and  simple  forms  of  those  games  listed  in  succeed- 
ing period. 

Motor  Accuracy :  Circle  and  Active  Games : 

Tenpins  Ring-around-a-Rosie 

Cat  and  Mouse 

Sense  Games.  These  involve  the  ''guessing"  inter- 
est but  require  thought. 

Sight  and  Observation.  Tell  what  object,  color, 
form  is  taken  away  from  a  group,  or  added.  Match 
a  color  or  form  of  flower  or  other  object,  first  with 
object  in  hand,  later  from  memory.  "I  saw''  — relat- 
ing what  was  seen  on  a  walk,  in  a  room,  or  when  pass- 
ing a  store. 

Touch.  Tell  the  name  of  an  object  or  form  by 
handling  it  while  blindfold. 

Hearing.  Tell  the  direction  of  a  sound,  instrument 
sounded,  person  speaking,  while  blindfolded. 

Language  Games.  Many  can  be  invented  similar 
to  the  following,  in  which  increase  in  speaking  vocabu- 
lary is  gained.  Nouns :  I  went  to  the  Zoo  (store,  boat, 
etc.)  and  there  I  saw — (name  objects).  Verbs:  A 
train  (bird,  dog,  wind,  etc.)  can — (name  activities). 
Adjectives :  I  like  squirrels  (flowers,  dolls,  apples,  etc.) 
because  they  are  —  (name  adjectives). 

Alertness.  Children  at  this  age,  and  until  six,  are 
often  dawdling,  dreamy.  Games  can  be  invented  to 
cultivate  dispatch  and  alertness,  as  ''running  a  race" 
with  a  person  or  the  clock,  in  dressing  and  undressing. 

Poise,  Relaxation,  Concentration.  What  Montessori 
calls  the  "Game  of  Silence"  cultivates  these  qualities. 
As  played  in  the  Montessori  schools,  the  children  sit 
quietly,  relaxed,  in  a  room  slightly  darkened,  while 


282  THE  MOTHERCRAFT  MANUAL 

all  sounds  are  hushed,  and  all  listen.  After  two  or 
three  minutes  some  one  in  an  adjoining  room  whispers 
or  calls  faintly  the  name  of  a  child,  and  the  child  goes 
as  softly  as  possible,  returning  as  softly.  Ten  or  fif- 
teen minutes  is  the  limit  of  the  children's  ability  to 
play  the  game.  Forms  of  it  may  be  played  when  going 
through  the  house,  or  whenever  quiet  is  especially 
desired;  or  when  the  children  are  becoming  irritable 
or  too  nervous. 

'  The  imitative,  imaginative,  and  dramatic  play  in- 
stincts of  the  years  from  three  to  six  offer  opportunity 
for  a  wide  range  of  invention  of  games.  These  should 
not  be  formal  but  by  their  very  nature  must  give  free- 
dom of  initiative,  imagination,  and  self-expression. 
They  may  be  utilized,  for  instance,  in  social  training, 
as  in  playing  that  the  child  is  a  prince  or  princess  at  a 
banquet,  or  is  a  parent  to  the  doll  who  sits  near  by  to 
be  taught,  making  a  game  of  neat  table  manners  or 
careful  chewing.  They  may  be  utilized  for  moral 
training,  as  in  playing  that  the  child  is  the  fairy  god- 
mother who  could  bring  sunshine  wherever  she  went; 
or  Siegfried,  who  could  kill  all  the  dragons  of  ugly 
temper  or  words. 

Four  to  Six  Years.  Simple  circle  games,  singing 
games,  dramatic  imitation,  catching,  finding.  Utilize 
the  sense  games,  alertness,  language,  imaginative  and 
dramatic  games  described  in  previous  period,  using 
more  complex  and  difficult  situations. 

Tag  Games :  Dramatic      Kindergarten 

Drop  the  Handkerchief  Games  with  Music : 

Cat  and  Mouse  The  Pigeon  House 

Pussy  wants  a  Comer  The  Chickadees 

The  Snail 

Hiding  Games :  Circle  and  Singing  Games : 

I  Spy  Ring-around-a-Rosie 

Hide  the  Thimble  (using  Charlie  over  the  Water 

larger  object)  Little  Sallie  Waters 


GAMES 


283 


Button,  Button 
Magical  Music 

Ball  Games : 
Variations    in    catching 
and  throwing 

Motor  Ability : 
Hitting  at  a  mark 
Tenpins 
Ringtoss 

Attention  and  Invention : 

Stagecoach 

(Similar  games  invented, 
such  as  Boat,  Flower, 
Wardrobe,  Mythol- 
ogy) 


Here  we  go  round  the 

Mulberry  Bush 
Did    you    ever    see    a 

Lassie 


Alertness : 

Bird,  Beast  or  Fish 
(Many     other     simple 
games  based  on  this 
idea  of   classification 
can  be  invented,  such 
as  the  following) 
Hard  or  Soft 
Tree,  Vine  or  Plant 
Vegetable  or  Mineral 
Found  or  Made 


Six  to  Nine  Years.  Period  of  special  interest  in 
traditional  circle  games,  running  and  catching,  imita- 
tive action,  observation  and  alertness,  dramatic  action. 
More  complex  games  are  invented,  utilizing  classifi- 
cation, invention. 


Circle-singing : 
London  Bridge 
Round  and  Round  the 

Village 
Farmer  in  the  Dell 

Counting-out  Games : 
Tag  variations : 

Wood  Tag,  Stone  Tag, 
etc. 

Catching  Games : 
Pom,  Pom,  Pull  Away 
Hawk  and  Chickens 
Blind  Man's  Buff 
Dodging  and  dare  games 


Motor  Control : 
Hopscotch 
Cat's  Cradle 
Marbles,  Jackstones 
Honey  Pots 
Handicap      races, 
potato  race 

Alertness : 

Going  to  Jerusalem 
Spin  the  Platter 
Bird,  Beast,  or  Fish 
Magical  Music 
Crambo 
Riddles 


as 


284 


THE  MOTHERCRAFT  MANUAL 


Sense  Games : 

Hitting  at  Mark 

Taste 

Tenpins 

Smell 

Ringtoss 

Touch 

Archery 
Volley  ball 

Table  Games : 

Faba  Gaba 

Checkers 

Croquet 

Dominoes 

Tennis 

Imitation  or  Invention : 

Follow  the  Leader 

Solomon  says 

"Thumbs 

up'' 

Hold  Fast  and  Let  Go 

Trades 

Charades 

CHAPTER  XV 
THE  TOY  AGE 

"  Choose  his  toys  wisely  and  then  leave  him  alone  with  them. 
Leave  him  to  the  throng  of  emotional  impressions  they  will  call 
into  being.  Remember  that  they  speak  to  his  feelings  when  his 
mind  is  not  yet  open  to  reason.  The  toy  at  this  period  is  sur- 
rounded with  a  halo  of  poetry  and  mystery,  and  lays  hold  of  the 
imagination  and  the  heart. 

"When  we  have  restored  playthings  to  their  place  in  education 
—  a  place  which  assigns  them  the  principal  part  in  the  develop- 
ment of  human  sympathies  —  we  can  later  put  into  the  hands  of 
children  objects  whose  impressions  will  reach  their  minds  more 
particularly."  _  ^^^  j^o^^^j.^  Wiggin. 

The  Toy  Age.  When  the  baby  first  begins  to  grasp 
objects  and  stare  at  them,  the  toy  age  begins,  that  is, 
at  about  four  weeks.  It  increases  rapidly  in  force 
during  the  first  year,  and  from  two  to  about  ten  years 
is  in  its  height.  It  dechnes  with  the  approach  of  adoles- 
cence and  by  twelve  is  devoted  chiefly  to  apparatus  for 
games.  It  wanes  with  the  decline  of  imaginative  play 
and  gives  way  to  the  interest  in  reading  and  industries. 

Education  through  Toys.  Toys,  as  the  child's 
constant,  most  intimate  companions  and  most  used 
implements  during  these  impressionable  years,  inevi- 
tably have  a  marked  influence  upon  his  character  and 
development.  Froebel  was  the  first  great  modern 
educator  to  appreciate  the  significance  of  a  child's 
toys,  and  to  apply  himself  to  the  task  of  selecting  and 
inventing  those  that  would  best  develop  his  creative 
self-activity,  his  personality  and  happiness.  The 
blocks  or  ''  gifts  "  that  he  devised  are  valuable  for  their 

285 


286  THE  MOTHERCRAFT  MANUAL 

simplicity,  their  variety  of  form,  and  their  purpose  of 
giving  to  the  child  an  increasing  number  of  forms  as 
he  grows  in  imaginative  and  constructive  ability. 
Froebel  did  not  appreciate,  as  modern  biology  has 
taught  us,  that  the  little  child  is  in  the  stage  of  funda- 
mental muscle  activity,  and  that  the  accessory  muscles 
(finer  muscles,  of  fingers  and  eyes)  do  not  develop  com- 
pletely for  steady  use  until  after  six  or  seven  years. 
Froebel,  therefore,  used  the  1-inch  cubes,  which  hy- 
gienists  to-day  discard  for  the  larger  size,  —  at  least 
2-inch  for  table  use  and  paving-block  size  for  floor  use. 

How  far  are  children's  expressions  of  desire  for  toys, 
as  they  visit  a  toy  shop,  an  index  to  the  value  of  these 
toys,  or  their  permanent  interest  in  them  at  home? 
Relatively  slight.  Here  again  it  is  necessary  to  dis- 
tinguish between  the  child's  passing  whim  and  his 
vital  interest.  Children  are  momentarily  attracted  by 
the  gorgeous,  the  vivid-colored,  by  noise,  rhj^hm, 
motion,  the  imitation  of  adult  activities.  This  ex- 
plains their  superficial  interest,  while  in  a  toy  shop,  in 
the  realistic  French  doll  with  wonderful  clothes  and  a 
speaking  voice,  in  the  mechanical  toys,  the  flimsy 
little  nonentities.  At  home,  in  the  playroom,  the 
flimsy  nonentities  are  soon  broken  and  cast  away  with- 
out more  than  a  ripple  of  emotion,  and  the  realistic 
French  doll  languishes  alone  in  her  glory,  while  plain 
Mary  Jane  receives  the  daily  ministrations  of  affection 
and  comradeship. 

It  is  these  factors  of  glitter,  noise,  rhythm,  imitation, 
physical  activity,  combined  with  the  possibilities  of 
movement  and  counter-movement,  augmented  by  the 
attitude  and  remarks  of  their  elders,  who,  assuming 
the  reasonableness  of  war,  praise  military  activities, 
that  explain  the  child's  interest  in  military  toys.  Any 
other  toys  that  have  these  same  qualities  will  hold  the 
child's  enthusiasm  as  well.  Engines,  trains  and  their 
crews,  fire  engines  and  firemen,  steamboats  and  sailors, 


THE  TOY  AGE  287 

life-savers,  fishermen,  policemen,  mnnes  and  miners, 
steeplejacks,  divers,  carpenters,  painters,  farmers,  — 
there  is  a  great  range  of  possibilities.  It  is  true  many 
of  these  are  not  yet  to  be  had  in  the  toyshops,  but  they 
will  be  found  there  as  soon  as  the  demand  is  sufficient. 
It  should  be  noted,  in  passing,  that  the  military  toys 
have  been  imported  from  foreign  countries,  where  war 
has  been  considered  the  climax  of  virtue,  and  where 
little  children,  especially  in  the  royal  families,  were 
systematically  imbued  with  a  spirit  of  military  prowess. 
The  consequences  are  written  so  large  that  ''  the  way- 
faring man  though  a  fool  cannot  err  thereby."  Inter- 
national peace  will  begin  in  the  nursery,  in  the  training 
in  ideals  of  activity  and  heroism  that  are  constructive 
and  helpful,  not  destructive. 

In  "  A  Story  of  a  Sand  Pile  ",  Doctor  G.  Stanley 
Hall  comments :  "  It  is  a  striking  feature,  to  which  I 
have  observed  no  exception,  that  the  more  finished 
and  like  reality  the  objects  became,  the  less  interest  the 
boys  had  in  them.  As  the  tools,  houses,  etc.,  acquired 
feature  after  feature  of  verisimilitude,  the  sphere  of  the 
imagination  was  restricted,  as  it  is  with  too  finished  toys, 
and  thus  one  of  the  chief  charms  of  play  was  lost." 

Dolls.  In  a  questionnaire-study  made  by  Clark 
University  of  children's  interest  in  dolls,  eliciting  re- 
turns from  nearly  a  thousand  children,  the  following 
interests  were  noted. 

(a)  The  favorite  dolls  were  simple,  even  rude,  with 
few  accessories,  curly  hair,  four  to  twelve  inches 
in  size,  could  be  washed  and  handled  in  every 
way,  taken  everywhere. 

(b)  Dolls  representing  children  or  adults  were  pre- 
ferred to  baby  dolls. 

(c)  Interest  in  very  small  or  very  large  dolls,  and 
paper  dolls,  developed  after  eight  or  nine  years. 

(d)  Boys  preferred  dolls  representing  monkeys,  ani- 
mals, heroes,  dragons,  etc. 


288  THE  MOTHERCRAFT  MANUAL 

Quoting  from  Doctor  Hall's  comments  on  this  study : 

The  educational  value  of  dolls  is  enormous.  It 
educates  the  heart  and  will  even  more  than  the  intellect, 
and  to  leam  how  to  control  and  apply  doll-play  will 
be  to  discover  a  new  instrument  in  education  of  the 
very  highest  potency.  Every  parent  and  every  teacher 
who  can  deal  with  individuals  at  all  should  study  the 
doll  habits  of  each  child,  now  discouraging  and  re- 
pressing, now  stimulating  by  hint  or  suggestion. 

Too  many  accessories  lessen  the  educational  value 
of  this  play  in  teaching  children  to  put  themselves  in 
the  parents'  place,  in  deepening  love  of  children,  and 
of  motherhood.  Children  with  French  dolls  incline  to 
practice  their  little  French  upon  them ;  can  this  tend- 
ency be  utilized  in  teaching  a  foreign  language  to 
young  children?  .  .  . 

The  rudest  doll  has  the  great  advantage  of  stimu- 
lating the  imagination  by  giving  it  more  to  do  than 
does  the  elaborately  finished  doll.  It  can  also  enter 
more  fully  into  the  child's  life,  because  it  can  be  played 
with  more  freely  without  danger  of  being  soiled  or  in- 
jured. With  rude  dolls,  too,  the  danger  both  of  hy- 
pertrophy and  of  too  great  prolongation  of  the  doll 
instinct  is  diminished.  The  child's  interest  is  opposed 
to  large,  elegant  French  dolls  which  teach  love  of  dress 
and  suggest  luxury,  and  dolls  with  too  many  mechanical 
devices,  as  for  winking,  walking,  speaking,  and  singing, 
against  which  the  Russian  Toy  Congress  has  so  strongly 
protested.  Rather  small  and  durable  dolls,  soft  enough 
not  to  hurt,  flexible,  with  two  or  three  colors  and  not 
more  than  two  or  three  garments,  along  with  plenty  of 
hints  regarding  clothespins,  flowers,  and  other  varied 
material,  —  something  like  this  seems  to  be  the  sugges- 
tion for  a  first  doll,  with  increasing  variation  in  size, 
material,  elaborateness,  and  number  till  the  doll 
passion  vanishes  in  two  dimensions,  with  innumerable 
paper  dolls,  towards  adolescence. 

That  boys  are  naturally  fond  of  and  should  play 
with  dolls  as  well  as  girls,  there  is  abundant  indication. 
One  boy  in  a  family  of  girls,  or  boys  who  are  only 


THE  TOY  AGE  289 

children,  often  play  with  dolls  up  to  seven  or  eight 
years  of  age.  It  is  unfortunate  that  this  is  considered 
so  predominantly  a  girl's  play.  Most  boys  abandon 
it  early  or  never  play,  partly  because  it  is  thought 
girlish  by  adults  as  well  as  by  children.  Of  course, 
boy  life  is  naturally  rougher  and  demands  a  wider 
range  of  activities.  The  danger,  too,  of  making  boy 
milliners  is  of  course  obvious,  but  we  are  convinced 
that,  on  the  whole,  more  play  with  girl  dolls  by  boys 
would  tend  to  make  them  more  sympathetic  with  girls 
as  children,  if  not  more  tender  with  their  wives  and 
with  women  later.  Again,  boys  as  well  as  girls  might 
be  encouraged  to  play  with  boy  dolls  more  than  at 
present,  with  great  advantage  to  both.  Boys,  too, 
seem  to  prefer  exceptional  dolls,  clowns,  brownies, 
colored,  Eskimo,  Japanese,  etc.  Boys,  too,  seem  fonder 
than  girls  of  monkey  and  animal  dolls,  and  are  often 
very  tender  of  these,  when  they  maltreat  dolls  in  human 
shape.  Again,  dolls  representing  heroes  of  every  kind 
and  non-existent  beings,  dragons,  and  hobgoblins  find 
their  chief  admirers  among  boys. 

It  seems  to  be  about  the  age  of  six,  three  years 
before  the  culmination  of  the  doll  passion,  that  the 
conflict  between  fancy  and  reality  becomes  clearly 
manifest.  Abandonment  to  the  doll  illusion  and  the 
length  of  the  doll  period  decreases  as  dolls  and  their 
accessories  become  elaborate.  With  every  increase 
of  knowledge  of  anatomy  or  of  the  difference  between 
living  tissue  and  dead  matter,  between  life  and  mecha- 
nism, this  element  of  doll  play  must  wane. 

Tests  of  Good  Toys 

Lovable 

Durable  in  composition  and  workmanship 

Stimulating  to  imagination,  analysis,  invention, 
initiative,  activity,  workmanship 

Adapted  to  experimentation,  investigation  or  con- 
structive p\irposes 

Adapted  to  the  child's  stage  of  development,  viz., 
his  motor  ability,  his  interests,  his  mental  development 


290  THE  MOTHERCRAFT  MANUAL 

Sanitary,  washable;  without  inaccessible  coniers  to 
harbor  dirt  and  germs 

Artistic  in  form,  color,  expression ;  that  is,  simple  in 
design,  harmonious  in  color,  genuine,  without  either 
sentimentality  or  thorough  realism 

The  purpose  of  toys  is  not  merely  to  amuse  the  child 
but  to  call  forth  fuller  expression  of  his  self -activity. 

Harmful  Toys 

Unpardonable  Defects 
Physical : 

Dangerous :  having  sharp  edges,  corners  or  points ; 

pins  or  tacks,  small  bells,  buttons,  ornaments, 

that  may  be  pulled  off  and  swallowed 
Unhygienic:    not  washable;    paint  or  dye  that 

runs;    made  in  unsanitary  factory;    too  small 

for  child's  stage  of  development 
Inartistic:    jangling,   harsh,   metallic,   discordant 

sounds;    unsymmetrical,   poorly  proportioned, 

ugly  shapes;    unharmonious  or  harsh   colors; 

simpering,  ugly,  or  unwholesome  expressions  on 

dolls  or  animals. 
Flimsy  in  material  or  workmanship 

Psychological : 

Mechanical,  merely  amusing  the  child,  making 
him  only  a  spectator  instead  of  providing  a 
means  for  his  own  creative  activity 

Military,  demoralizing  for  the  following  reasons : 

(a)  they  cultivate  the  spirit  of  destructiveness 
rather  than  constructiveness ; 

(6)  they  foster  callousness  toward  the  value  of 
human  life ; 

(c)  they  give  a  wholly  wrong  impression  of  the 
meaning  of  war,  omitting  its  destructive  social 
and  industrial  effects,  and  overemphasizing  the 
joy  of  its  enthusiasm  and  rhythm. 

Over-realistic,  super-refined,  —  especially  dolls 


Unhygienic,  Inartistic,  Anti-social  Toys. 


Hygienic,  Durable,  Constructive,  Social  Toys. 


THE   TOY  AGE  291 

Especially  to  be  avoided  under  six  years  are  toys 
having : 

sharp  points,  corners,  edges ; 

small  bells  or  detachable  ornaments; 

paint  which  easily  comes  off ; 

flimsy  toys  easily  broken ; 

woolly  animals  (unless  washable  and  washed) ; 

popguns ; 

fine  material,  sometimes  sold  as  "  Kindergarten  ma- 
terial ",  e.g.f  sewing  cards,  paper  mats,  straws, 
small  beads,  sticks,  peg  boards,  crayons,  blocks. 

Mechanical  Toys.     Doctor  Hall  comments  on  this: 

Mechanical  toys,  more  than  any  others,  seem  to 
have  the  shortest  existence  in  the  hands  of  bright,  active 
children,  a  fact  which  suggests  that  toys  so  constructed 
as  to  show  principles  of  motion  and  elementary  phys- 
ical laws,  without  involving  their  own  destruction,  are 
an  educational  need  yet  to  be  supplied.  This  destruc- 
tive form  of  curiosity,  due  to  normal  development  of 
mentally  active  children,  needing  guidance,  and  to  be 
furnished  with  a  proper  outlet,  but  not  repressed,  is 
not  to  be  confused  with  the  careless  destruction  of  toys, 
due  to  lack  of  interest,  which  is  unfortunately  comnion 
in  children  whose  interests  and  powers  of  appreciation 
have  been  weakened  and  dissipated  by  overloading 
them  with  toys  and  diversions  until  it  has  bred  in  them 
an  ennui  which  has  sapped  their  power  of  attention 
and  left  them  incapable  of  self -entertainment.  Healthy 
children,  if  allowed  to  develop  under  normal  conditions, 
find  interests  and  amusements  for  themselves,  and  the 
child  who  has  been  so  reared  that  he  wants  to  be  con- 
stantly amused,  and  has  no  keen  desires  because  they 
have  been  too  frequently  anticipated,  has  been  de- 
prived of  one  of  the  rights  of  childhood. 

A  baby's  early  motor  interests  are  in  the  things 
which  he  himself  can  do,  and  disappointed  friends  and 
relatives  have  often  found  their  gifts  of  mechanical 
toys  a  failure,  simply  because  they  have  too  far  antici- 


292  THE  MOTHERCRAFT  MANUAL 

pated  the  natural  development,  and  the  toy  has  proved 
either  a  source  of  fear  or  failed  to  excite  special  interest. 
In  fact,  even  at  a  later  period,  mechanical  toys  which 
are  too  complicated  in  construction  or  too  delicate  to 
bear  investigation,  which  are  apt  to  be  clumsy,  soon 
lose  their  attractiveness,  while  something  that  can  be 
taken  to  pieces  and  put  together  by  unskilled  fingers,  so 
that  it  will  "  go  again ''  may  prove  of  continued  in- 
terest. 

And  Kate  Douglas  Wiggin  writes :  "  Every 
thoughtful  person  knows  that  the  simple,  natural 
playthings  of  the  old-fashioned  child,  which  are  nothing 
more  than  pegs  on  which  he  hangs  his  glowing  fancies, 
are  healthier  than  our  complicated  modem  mechanisms, 
in  which  the  child  has  only  to  press  the  button  and  the 
toy  does  the  rest." 

The  Treatment  of  Toys.  The  right  treatment  of 
toys  has  far-reaching  educational  values  in  orderliness, 
thrift,  prudence,  depth  of  emotion,  generosity,  genuine- 
ness. The  child  who  has  a  small  number  of  durable 
toys  that  will  stand  the  strain  of  usage  and  therefore 
accumulate  years  of  associations  and  emotions,  is 
having  an  education  in  genuineness  and  emotional 
strength,  while  the  child  who  has  a  great  number  of 
flimsy  toys  that  rapidly  disappear  is  being  trained  in 
superficiality  and  shallowness.  The  child  whose  toys 
are  promptly  repaired  when  broken  is  being  trained  in 
prudence  and  orderliness,  and  still  more  so  when,  even 
during  his  second  year,  he  is  responsible  for  keeping 
them  orderly  and  neat.  The  child  who  is  surfeited 
with  gifts,  or  who  is  allowed  to  spend  his  pennies  prodi- 
gally for  cheap  jimcracks,  is  being  trained  in  extrava- 
gance, shortsightedness,  and  discontent ;  while  the  one 
who  is  given  a  reasonable  number  of  gifts  and  is  taught 
to  save  his  pennies  and  think  carefully  of  worth-while 
toys  to  buy,  is  being  trained  in  thriftiness,  foresight, 
and  satisfaction. 


THE   TOY  AGE  293 

A  Guide  to  Toys  for  Children 

First  Year.     Utilizing  hand,  forearm,  upper  arm. 

Sensory  and  Motor  Experience 

1  to  4  months : 
Rod  to  grasp 

Rubber  or  celluloid  ball  or  doll 
Semi-sphere  of  rubber  or  wood 

4  months : 
Celluloid  dumb-bell 

5  months: 
Montessori  sand  boxes 
Paper  to  crumple 
Small  enamel  or  tin  cup 

6  months: 
Wooden  ball 

Mirror,  pocket  size,  in  frame 
Spoon 

Leather  reins  to  pull  upon,  with  musical  bells 
Rubber  balls,  each  covered  with  one  of  primary 
colors  (crocheted  of  cotton  or  silk) 

8  months: 

Picture  book,  linen,  large,  col(H*ed  pictures 

Small  hand  bell 

Water  toys  —  fish,  swans 

9  months : 

Kitchen  utensils  in  variety  of  shapes,  sizes  (no 

sharp  edges  or  points,  non-breakable) 
Rolling  pin,  pie  tins,  clothespins 
Football 

10  months: 

Hard  vegetables  and  fruits ;  potato,  apple,  squash, 
cucumber,  carrots,  eggplant  (shapes,  sizes,  colors) 

12  months: 
Japanese  gong 
Tube 
Rubber,  wooden,  or  celluloid  toys,  e.g.,  doll,  dog,  cat 


294  THE  MOTHERCRAFT  MANUAL 

One  to  Two  Years.  Large  size  implements  for  fore- 
arm, whole  arm,  trunk ;  sensory  and  motor  experience ; 
color,  sound,  experimentation. 

Wooden  mallet,  large  nails.  Kitchen  utensils 

and  bar  of  soap  Hard  fruits  and  vegetables 

Sand  box  and  stones  2  or  3  dolls ;  2  or  3  toy 
Bucket  and  spoons,  dipper  animals  (rubber,  cellu- 
Variety  of  balls  loid,  or  wood) 

Football  Chair  swing 

Wooden     blocks     2x4  Stationary  ladder,  4  to  6 

inches  rungs 

Nests  of  balls,  dolls  Rope  to  pull  up  weight 

Spools  Montessori    wooden    cyl- 
inders 

Two  to  Four  Years.  Utilizing  fundamental  muscles, 
sensory  and  motor  activities,  imagination,  construc- 
tion. 

Imaginative  Play 

Dolls :    Unbreakable,  washable,  4  to  12  inches  long 

baby  and  adult  dolls;  girl  and  boy  dolls 
Doll  accessories:    Pewter  or  enamel  dishes,  cooking 

utensils,  stove 
Laundry   equipment,   especially   tub   and   flatiron; 

broom 
Doll  cradle 
DolFs  house 
Noah's  Ark:    Dogs,  horses,  cats,  bears,  in  rubber, 

celluloid,  wood 
Jack-in-box 
Nested  balls,  dolls 

Outdoor,  Active 

Wheelbarrow,  wagon 

Train  of  cars,  boat 

Velocipede 

Fire  engine 

Horse  reins 

Garden  tools ;  pail  and  shovel 


THE   TOY  AGE  295 

Balls :  Football,  large  rubber  with  pictures ;  wooden ; 

small  rubber  with  spectrum  colors 
Tenpins 
Rubber  balloons 

Constructive 

Blocks;  large  size,  as  paving  blocks,  in  hard  wood, 
utilizing  trunk  and  arms,  for  floor  use;  2-inch 
cubes  and  half-cubes  for  table  use ;  cut  exactly  to 
inch  measures,  if  possible;  range  of  sizes  for 
towers;   interlocking  blocks 

Montessori  tower  and  stair 

Carpentry  tools ;  real  tools  in  child's  size 

Sand,  modeling  clay,  paints,  large  size  crayola; 
blackboard  or  large  sheets  Manila  paper  (2x3 
feet) 

Large  wooden  beads,  pegboard 

Sliced  animals,  birds 

Soap  bubble  apparatus 

Sticks  in  I  and  ^  inch  diameters,  assorted  lengths, 
4  to  36  inch ;  plain,  or  dyed  in  primary  colors 

Color  bobbins,  spools,  blocks 

Quart  and  pint  measures 

Sand  forms 

Clothespins,  boxes,  spools 

Stones,  leaves,  twigs,  acorn  cups 

Zinc  sand  box ;  can  be  purchased ;  or  a  box  may  be 
made,  having  boards  free  from  splinters,  or  planed 
smooth,  lined  with  zinc  (leaving  no  rough  edges  or 
comers),  or  made  waterproof  with  several  coats 
of  cheap  varnish. 

Toy  bank 

Musical  toys : 
Triangle,  tubephone,  musical  bells,  drum,  trumpet, 
horn  (with  care  for  mouth  hygiene) ;  toy  musi- 
cal notes  and  bars  for  later  months 

Four  to  Six  Years.  Fimdamental  muscles.  Imag- 
ination, construction,  measuring;  experimenting  with 
mechanical  principles,  simple  chemistry,  electricity; 
making  toys. 


296  THE  MOTHERCRAFT  MANUAL 

Imaginative  Play 

Dolls  (for  both  girls  and  boys) 

Unbreakable,  washable 

Representing  children  of  different  races,  countries 
Doll  accessories: 

Carriage,  trunk 
Doll  houses  more  complete 
Stove  and  cooking  utensils  more  ample 
Laundry  equipment  that  can  be  used 
Indian  suits  (fireproof) 
Punch  and  Judy 
Toy  theater 
Kaleidoscope;  magnets 

Musical 

Continue  those  of  previous  period 
Wind  harp,   bugle    or    flute,   tambourine,   musical 
bells  and  glasses,  toy  piano 

Outdoor,  Active 

Continue  those  of  previous  period 

Garden  tools,  usable 

Watering  can,  trowel 

Tenpins,  top,  hoop,  ringtoss 

Balls  (add  bouncing  ball,  volley  ball) 

Constructive 

Continue  those  of  previous  period 

Blocks  as  previous  period;    add  round,  triangular, 

cylindrical ;  variety  of  geometric  shapes 
Stone  mosaics  (1  to  2-inch  size)  for  parquetry 
Picture  puzzles 
Paint  book,  drawing  paper 
Blunt  scissors 
Paste 

Foot  rule,  yardstick 
Gill,  gallon,  peck,  bushel  measures 
Counter  or  small  spring  scales,  weighing  accurately 


THE  TOY  AGE  297 

Thermometer 

Meccano,  interlocking  blocks 

Apparatus  for  constructing  toy  telephones,  signals, 
motor  toys 

Six  to  Nine  Years.  Accessory  muscles  utilized. 
Imagination,  imitation,  construction,  measuring,  in- 
dustrial play,  making  many  toys. 

Imaginative  Play 

Dolls  (add  china,  bisque,  paper) 

Dolls  representing   other  nationalities,   historic   or 

literary  characters ;  stunt  dolls 
Doll    accessories,    both   smaller   and    larger   sizes; 

china  dishes 
Dominoes,  checkers 
Toy  store 
Toy  theater 
Toy  money,  stamps 

Musical 

Whistles,  bugle,  flute,  mouth  harp  (care  for  mouth 

hygiene) 
Autoharp  or  zither,   toy  piano    (musical  quality); 

violin  or  cello 
Toy  notes  and  bars ;  music  note  blocks 

Outdoor,  Active 

Balls  (add  volley,  hand,  medicine,  football,  rubber 

bouncing) 
Baseball  and  bat 
Marbles,  jackstones,  tops 
Kites,   bow  and   arrows,   battledore,   grace  hoops, 

jumping  rope 
Skates  (both  feet),  stilts 
Croquet,  tennis  racket,  punching  bag 
Substantial  wagon,  trains,  garden  tools 


298  THE  MOTHERCRAFT  MANUAL 

Constructive 

Blocks:    Anchor,   1-inch  sizes;    dominoes,  checkers 
Kiiife,  modeling  clay,  sand,  paints,  paint  book,  small 

Crayola 
Weaving  frame ;  small  beads,  raffia,  reed 
Scrap  pictures ;  straws,  pasteboard  parquetry 
Stencil  blocks 

Apparatus  for  making  toys,  as  in  previous  period 
Camera 
Radiopticon 
Stereoscope 
Clock  that  can  be  taken  apart 


CHAPTER   XVI 
STORY-TELLING 

Value  of  the  Story.  Story-telling  is  the  true  peda- 
gogical method  of  instruction,  and  to  some  extent  of 
education,  in  early  childhood.  The  story  has  many 
values,  spiritual  and  intellectual.  The  wise  teacher 
will  use  it  to  (1)  entertain,  (2)  enlarge  the  experience 
by  giving  pictures  of  other  children,  homes,  lands, 
social  and  geographic  situations  which  no  one  child 
could  experience,  (3)  acquaint  the  child  with  world 
characters  and  literature,  (4)  increase  the  vocabulary 
and  the  use  of  language,  (5)  cultivate  imagination  and 
concentration,  (6)  portray  the  effects  of  wisdom  or 
foolishness,  (7)  present  ideals  of  life,  (8)  give  inspira- 
tion, courage,  faith,  sympathy. 

What  to  Choose.  Stories  should  be  selected  that 
will  give  the  greatest  number  of  these  values,  and  that 
are  suited  to  the  stage  of  development  of  the  chil- 
dren to  whom  they  are  told.  In  this  age  of  cheap 
printing  and  authorship,  the  mediocre  is  always  at 
hand,  and  the  most  valuable  must  be  searched  for  as 
precious  jewels.  Life  is  so  brief  that  there  is  not  time 
even  for  all  of  the  best. 

The  best  story  must  first  be  true,  not  necessarily 
in  a  realistic  sense  of  having  actually  happened  to  a 
certain  individual  in  a  historical  time  and  geographi- 
cal location,  but  it  must  be  true  in  expressing  the  eter- 
nal verities,  the  principles  that  govern  the  universe. 
This  rules  out  the  tale  in  which  error  or  vice  succeed, 
or  in  which  brute  strength  conquers  spiritual  strength. 

299 


300  THE  MOTHERCRAFT  MANUAL 

In  the  "  true  "  myth,  fairy  tale,  or  allegory.  Right 
eventually  triumphs  as  it  actually  does  in  the  universe, 
although  possibly  long  delayed ;  wrong  is  punished ; 
error  and  ignorance  bring  their  unhappy  consequences ; 
wisdom  and  skill  conquer  cii'cumstances ;  and  the 
forces  of  the  universe  (whether  presented  as  natural 
forces  or  as  gods,  fairies,  or  Providence)  assist  those 
who  strive  for  righteousness  and  to  assist  their  fellows. 

It  must  next  be  vital.  No  less  vicious  and  under- 
mining than  the  imtrue  story  is  the  weak,  sentimental, 
mawkish,  d\ill,  or  mediocre  tale.  In  the  reaction 
against  such,  and  for  want  of  a  guide,  children  of 
reading  age  resort  to  sensational,  flamboyant,  lurid 
tales  found  on  any  cheap  stationer's  counters  and  even 
in  respectable  editions  in  these  days.  Other  children 
unfortunately  take  to  such  pabulum  temperamentally. 

It  must  also  be  positive,  not  negative.  Moreover, 
the  grewsome,  haiTowing  story,  the  hypocritical,  the 
morbid,  are  equally  a  crime  against  childhood. 

The  story  must  be  of  interest  to  the  children.  It 
must,  therefore,  have  action,  dramatic  quality,  and 
for  children  under  six,  repetition,  humor  of  situation, 
fun,  brevity,  rhythm. 

How  to  Tell  Stones.  For  the  person  who  "  cannot 
tell  a  story  "  as  for  the  person  who  "  cannot  swim", 
there  is  one  essential :  forget  yourself  and  plunge  in, 
and  practice  until  you  have  gained  confidence. 

1.  Tell  something  in  which  you  and  the  children 
are  interested,  and  keep  at  it  repeatedly  until 
you  feel  at  ease. 

2.  Recall  stories  that  interested  you  at  that  age. 

3.  Tell  stories  the  children  themselves  ask  for, 
refreshing  your  memory  by  reading  up  a  stand- 
ard version,  or  by  asking  the  children  to  tell 
it  to  you. 

4.  Study  Mother  Goose,  iEsop,  and  Bible  stories 
as  models  of  the  best  story-telling. 


STORY-TELLING  301 

5.  Live  the  story  as  you  tell  it  —  see  it  as  pictures 
in  yoiu*  own  mind.  Tell  it  so  vividly  that  the 
children  can  play  it  out  afterwards. 

6.  Use  direct  speech  in  telling  conversation. 

7.  Make  your  pictures  vivid  by  a  few  descriptive 
words,  especially  of  colors  and  sounds;  increase 
your  vocabulary  of  adjectives. 

8.  Bev/are  of  making  it  too  long,  especially  for  very 
little  people. 

9.  Use  perhaps  a  very  few  natural  gestures,  but 
do  not  try  to  act  it  out.  Children  have  not  the 
mental  ability  to  hear  narrative  and  see  action 
at  the  same  time. 

10.  Children  love  the  same  story  repeated,  and  they 
want  it  told  the  same  way,  in  order  to  see  the  same 
pictures;  therefore  have  your  story  clear  in 
your  mind  the  first  time  you  tell  it. 

11.  If  you  are  telling  a  classic  or  standard  story, 
respect  it  as  it  is,  just  as  honestly  as  you  would 
an  historic  or  scientific  fact.  If  you  do  not 
wish  to  tell  it  that  way,  don't  tell  it  at  all,  but 
don't  tinker  it. 

12.  Do  not  try  to  memorize  a  story,  except  possibly 
the  conversations. 

13.  If  a  story  is  clearly  told,  the  child  will  usually 
absorb  and  discern  the  ethical  principle  involved, 
without  any  necessity  on  your  part  to  ob- 
trusively "point  the  moral."  Sometimes  a 
child  will  draw  an  erroneous  or  unexpected  infer- 
ence because  his  judgment  is  yet  immature  or 
his  ethical  experience  is  elementary  or  perverted. 
Under  such  a  condition,  try  to  tell  another  story 
that  will  concretely  clear  his  thought. 

When  you  are  able  to  tell  a  story  spontaneously, 
joyfully,  forgetting  yourself,  losing  yourself  in  the 
story  and  in  the  children's  interest,  you  will  be  ready 
to  study  story-telling  as  a  science  and  an  art,  and  you 
will  have  learned  by  your  experience  some  of  the  fun- 
damental principles  of  the  art. 


302  THE  MOTHERCRAFT  MANUAL 

The  first  requisite,  however,  is  spontaneity,  natural- 
ness, self-confidence.  To  attempt  to  study  method 
before  attaining  this  quality  is  to  incur  the  danger  of 
substituting  '*  finish  "  for  vitality. 

Times  and  Occasions.  For  effective  story-telling 
choose  the  time  when  the  child  can  give  attention,  and 
when  the  environment  is  without  disturbing  influences 
of  noise,  sights,  other  interests,  interruptions.  There 
are  occasions,  however,  when  the  child  is  restless,  tired, 
irritable,  when  a  story  that  has  much  of  rhythm  and 
repetition  will  soothe  him. 

It  is  certainly  unwise  to  try  to  secure  his  concentra- 
tion when  he  is  hungry,  or  eager  for  active  exercise. 
Bedtime  stories  usually  should  be  told  before  the  child 
is  undressed,  and  should  be  of  a  quiet,  sedative  kind, 
that  the  child  may  not  be  kept  awake  either  through 
excitement,  or  thinking  on  vivid  pictures. 

Let  the  child  have  opportunity  to  absorb  it  into  his 
soul.  Therefore  wait  for  the  child,  in  his  own  time, 
to  give  it  back,  either  by  telling  it,  dramatizing,  paint- 
ing, drawing,  cutting,  modeling.  This  will  foster  the 
child's  initiative.  When  the  child  himself  asks  "  What 
shall  I  do  "  is  time  enough  to  suggest  directly  such 
reproduction.  Meantime,  as  a  means  of  suggestion, 
it  is  valuable  thus  to  illustrate  a  story  yourself  some 
time  after  it  is  told  —  immediately  or  some  hours  or 
days  later.  When  the  child  is  ready,  he  will  imitate 
and  ask  to  do  it  also,  but  his  response  should  be  spon- 
taneous on  his  part,  and  of  his  own  initiative. 

Selection  of  Stories.  Story-telling  naturally  begins 
in  the  latter  part  of  the  first  year,  with  simple  finger 
plays,  and  the  cadence  of  Mother  Goose.  Here 
belong  "  This  Little  Pig",  "  Open  the  Door",  "  Ride  a 
Cock  Horse",  and  other  simple  rhythmic  nursery 
rhymes. 

In  the  second  and  third  year,  more  of  the  simple 
finger  plays,  such  as  "  Here's  a  Ball  for  Baby",  and 


STORY-TELLING  303 

the  Mother  Goose  rhymes  that  have  much  repetition, 
can  be  used.  During  this  stage  the  child  loves  little 
anecdotes  about  babies,  dogs,  cats,  mother,  father. 
In  the  ''  tell  it  again  ''  stage  from  two  to  six  the  child 
enjoys  following  a  sequence  of  incidents  and  seeing  the 
pictures. 

It  is  in  the  fourth  or  fifth  year  that  his  imagination 
and  store  of  mental  pictures  is  sufficiently  developed 
so  that  he  can  make  up  stories  of  his  own,  and  now  his 
imagination  is  not  yet  limited  by  an  appreciation  of 
realities.  This  is  the  stage  when  fairy  tales  and  myths 
begin.  Interest  in  nonsense  syllables,  long  words, 
rhyme,  absurdity  of  statement,  humorous  situations, 
is  now  ripening. 

In  the  fifth  and  sixth  year  he  is  ready  for  fables, 
and  other  animal  tales  such  as  those  of  the  Jungle 
Books,  for  stories  of  primitive  life,  for  Hiawatha  told 
in  Longfellow's  original  version. 

In  the  sixth  and  seventh  year  his  horizon  is  widening 
beyond  his  own  immediate  home  and  times.  He  is 
ready  for  little  stories  about  children  or  grown-ups 
of  other  countries  and  times,  for  historical  incidents, 
great  adventures.  Children  can  now  begin  to  follow 
the  continued  story,  and  this  is  excellent  training  in 
concentration ;  or  they  can  be  told  the  beginnings  of  a 
story,  and  the  situation  left  as  a  problem  for  their  own 
imagination  to  work  upon. 

The  stories  that  the  child  himself  tells  are  always  a 
clue  both  to  his  interest  and  his  mental  development. 
The  story  he  can  tell  will  represent  a  simpler  stage  in 
development  than  the  story  he  can  appreciate  and 
absorb. 

Where  to  Find  Stories.  Mother  Goose  is  the  true 
classic  of  the  nursery.  It  must  be  wisely  selected, 
however,  for  children.  There  is  much  that  is  crude, 
and  rude,  as  in  all  folk  tales,  and  this  should  be  culled 
out. 


304  THE   MOTHERCRAFT  MANUAL 

Fairy  tales  and  fables  also  need  to  be  carefully- 
selected.  Andersen's  are  ideal,  allegorical,  true. 
Grimm's  and  Abbott's  are  collections  of  German  and 
English  folldore.  They,  too,  need  careful  selection. 
Many  of  them  reflect  the  undemocratic  conditions  of 
an  older  form  of  government  —  the  cruelty  of  the 
autocrat,  the  superficial  superiority  of  wealth  and 
station,  the  resentment  of  the  oppressed.  Felix 
Adler  points  out  that  ^Esop's  Fables  reflect  this 
resentment  of  the  oppressed  against  the  oppressor, 
and  the  trickery  of  the  former  to  match  the  power 
of  the  latter. 

The  great  world  myths,  both  of  the  Greeks  and  the 
Anglo-Saxons,  should  become  the  early  heritage  of 
every  child.  Simple  incidents  from  the  Iliad  and 
Odyssey,  from  Greek  and  Norse  mythology,  from 
the  Siegfried  stories,  Beowulf,  the  legends  of  King 
Arthur,  can  be  told  during  the  fifth  and  sixth  year, 
thus  giving  a  first  speaking  acquaintance  with  these 
epics. 

The  following  list  is  suggestive  of  types  adapted  to 
each  age ;  it  does  not  attempt  to  be  exhaustive.  There 
is  so  much  of  the  classic  and  permanently  good,  far 
more  than  any  one  child  could  possibly .  absorb,  that 
it  is  a  double  loss  to  the  child  if  he  is  given  the  trashy 
and  mediocre.  The  ambitious  parent  needs  to  take 
care  that  the  child  has  time  to  think  over,  feel  vividly, 
see  clearly,  the  tales  he  is  told,  and  that  too  much  is 
not  given  in  one  year. 

A  Guide  to  Stories  and  Poetry 

Six  Months  to  Two  Years.  Rhythm,  repetition, 
simple  word-pictures  of  familiar  objects  or  experi- 
ences ;  nonsense  syllables. 

Six  Months  to  One  Year.  Chanting  or  singing 
nursery  rhymes.  Reading  of  great  rhythmic 
poetry  for  sake  of  rhythm  and  feeling. 


STORY-TELLING 


305 


One  to  Two  Years 


Mother  Goose : 

Ride  a  Cock  Horse 

Jack  and  Jill 

Humpty  Dumpty 

Hey  Diddle  Diddle 

Baby  Bunting 

Rock-a-bye,  Baby 
Poems  and  Songs : 

Sleep,  Baby,  Sleep 

What  does  Little  Birdie  Say 

Wee  Willie  Winkie  (Brewer) 

Hush,  my  Dear  (Watts) 


Stories : 

Simple  incidents  of  children, 
animals,  birds 
Folk  Tales : 

Three  Bears 

Old  Woman  and  Her  Pig 


Two  to  Three  Years 


Mother  Goose : 
Little  Boy  Blue 
Little  Bo-peep 
Little  Tom  Tucker 
Little  Miss  Muffet 
Pease  Porridge  Hot 
Hickory,  Dickory,  Dock 
Old  Mother  Hubbard 
Cock  Robin 

Poetry : 
Little  Drops  of  Water 
I  Love  Little  Pussy 
I  Saw  a  Ship  A-Sailing 
Lady  Moon  (Houghton) 
Friendly  Cow  (Stevenson) 
Little    Lamb,     Who     Made 
Thee  (Blake) 

Three  to 

Mother  Goose : 
Song  of  Sixpence 
Lucy  Locket 
Old  King  Cole 
Simple  Simon 
There  Was  a  Crooked  Man 
If  All  the  World  Were  Paper 
The  Man  in  the  Moon 
Three  Little  Kittens 


Folk  and  Fairy  Tales : 

Three  Little  Pigs 

Henny  Penny 

Goody  Two  Shoes 

Slovenly  Peter 

Elves  and  Shoemaker 

Babes  in  the  Woods 
Greek  Myths : 

Apollo  and  his  Sheep 

Mercury 
Norse  Myths : 

Thor  and  his  Chariot 

Frey  and  her  Weaving 
Bible  Stories : 

Moses  in  Bulrushes 

Christ  Child  in  Manger 

Four  Years 

Poetry : 

Twinkle,  Twinkle,  Little  Star 
My  Shadow  (Stevenson) 
The  Baby  (MacDonald) 
Spring  (Nash) 
Owl  and  Pussy  Cat  (Lear) 
The  Jabberwocky  (Dodgson) 
Pied  Piper  (Browning) 
How  the  Waters  Come  Down 
at  Lodore  (Southey) 


806 


THE  MOTHERCRAFT  MANUAL 


Folk  and  Fairy  Tales : 

Tom  Thumb 

Sleeping  Beauty 

Jack  and  Beanstalk 

Diamonds  and  Toads 

Rose  Red  and  Snow  White 

Jungle  Books 
Greek  Myths: 

Arachne 

Latona  and  Frogs 

King  Midas 

Narcissus 

Phaeton 


Norse  Myths : 

Thor  and  his  Glove 

Thor  and  his  Hammer 

Thor  at  Jotenheim 
Bible  Stories : 

Jesus  blessing  little  children 

Jesus  healing  Jairus'  daughter 

Garden  of  Eden 

The  Flood  and  the  Ark 

David  and  his  Harp 

Daniel 

Elijah  and  Ravens 


Four  to  Six  Years 


Mother  Goose : 

One,  Two,  Buckle  My  Shoe 
As     I    Was    Going    to    St. 

Ives 
When    Good    King    Arthur 

Ruled  this  Land 
Where  Are  You  Going,  My 
Pretty  Maid 
Poetry : 

Which  Way  Does  the  Wind 

Blow? 
Robin  Redbreast  (Allingham) 
The  Fairies  (Allingham) 
Laughing  Song  (Blake) 
The    Year's    at    the    Spring 

(Browning) 
Ariel's  Song  (Shakespeare) 
Come,  Follow,  Follow  (Shake- 
speare) 
Lullaby  for  Titania   (Shake- 
speare) 
Answer  to   Child's  Question 

(Coleridge) 
Nonsense  Songs  (Lear) 
Love    Songs     of     Childhood 

(Field) 
Book     of     Joyous     Children 

(Riley) 
Child's     Garden    of    Verses 
(Stevenson) 


Hiawatha  (Longfellow) 
America 
Biography,  History  and  Travel : 
Robinson  Crusoe 
Columbus'  Voyages 
Mayflower  and  Pilgrims 
Paul  Revere 

John  Smith  and  Pocahontas 
Betsy  Ross  and  the  flag 
Stories    from    childhood    of 

Benjamin  Franklin 

Abraham  Lincoln 

Edison 

Mozart 
Norse  Myths: 
Journey  of  Thor 
Finding  of  the  Hammer 
Loki's  Tricks 
Youth  of  Siegfried 
Folk  and  Fairy  Tales : 
Dick  Whittington 
Ugly  Duckling 
Discontented  Fir  Tree 
Epaminondas 
Thumbelina 
Beauty  and  Beast 
Gulliver's  Travels 
Just  So  Stories 
Uncle  Remus 
King  of  Golden  River 


STORY-TELLING 


307 


Fables : 

Dog  in  Manger 

Lion  and  Mouse 

Hare  and  Tortoise 

Bundle  of  Sticks 

Ant  and  Grasshopper 

Sun  and  Wind 

Boy  who  cried  "  Wolf  " 
Greek  Myths : 

Ceres  and  Persephone 

Philemon  and  Baucis 

Orpheus  and  Eurydice 

lo  and  the  Gadfly 

Pygmalion  and  Galatea 

Ulysses 

Callisto  and  Areas 

The  Wooden  Horse 

Jason  and  the  Golden  Fleece 

Vulcan 


Bible  Stories : 

Creation  Story 

Child  Samuel 

Joseph  and  his  Brethren 

Children  of  Israel  in  Egypt 

The  Passover 

Journey     to     the     Promised 
Land 

David  and  Goliath 

Samson 

Ruth 

The  Boy  Jesus 

Jesus  feeding  the  Multitude 

The  Resurrection 
Juveniles : 

The  Goops 

Alice  in  Wonderland 

Through  a  Looking  Glass 

Rip  Van  Winkle 


Six  to  Nine  Years 


Poetry : 

Piccola  (Thaxter) 

The  Sandpiper  (Thaxter) 

Song  of  Spring  (Hemans) 

Pilgrim  Fathers        " 

Bugle  Song  (Tennyson) 

Sweet  and  Low    " 

The  Brook 

We  are  Seven  (Wordsworth) 

The  Daffodils 

My  Heart  Leaps  Up  (Words- 
worth) 

The  Cloud  (Shelley) 

Ode  to  Skylark  " 

The  Children's  Hour  (Long- 
fellow) 

Village  Blacksmith  (Long- 
fellow) 

Psalm  of  Life  (Longfellow) 

Building  of  Ship 

Evangeline  " 

Tales  of  Wayside  Inn  (Long- 
fellow) 


A  Morning  Song  (Heywood) 

Hark!  Hark!  the  Lark  (Shake- 
speare) 

Indian  Summer  (Whittier) 

Barefoot  Boy  " 

For  a'  That  (Burns) 

Highland  Mary  (Burns) 

Annie  Laurie 

Wind     and      Moon      (Mac- 
donald) 

Old    Oaken    Bucket   (Wood- 
worth) 

Robert  of  Lincoln  (Bryant) 

Vision  of  Sir  Launfal  (Lowell) 

Lochinvar  (Scott) 

Midsummer   Night's   Dream 
(Shakespeare) 
Folk  and  Fairy  Tales : 

Andersen's  Fairy  Tales 

Jataka  Tales 

At    Back    of    North    Wind 
(Macdonald) 

Arabian  Nights 


308 


THE  MOTHERCRAFT  MANUAL 


Greek  Myths : 

Labors  of  Hercules 

Laocoon 

The  Odyssey- 
Tales  from  Ovid 
Norse  Mj^hs: 

Sigurd  the  Volsung  (Morris) 
Classic  Tales :    (selections) 

Canterbury  Tales 

Fairie  Queene 

Tales  from  Shakespeare 

Pilgrim's  Progress 
Legends : 

Beo^oilf 

King  Arthur 

Robin  Hood 

American  Indian  Legends 
Bible  Stories : 

Life  of  Jesus,  including  Cru- 
cifixion 

Abraham 

Jacob 

Joseph 

Moses 

Joshua 

David 

Solomon 

Daniel 

Esther 

Elijah 

Paul 


Biography,     History,     Travel, 

Science : 
Local  pioneer  history 
Pilgrim  Fathers 
William  Penn 
Washington 
Lincoln 
Significant  historic  tales  from 

England 

Vikings 

Pharaohs 

Greek 

Roman 
Incidents  from  life  of 

Homer 

Copernicus 

Galileo 

Caxton 

Eli  Whitney 

Longfellow 

Whittier 

Harriet  Beecher  Stowe 
Swiss  Family  Robinson 
Darwin's  Voyage  of  Beagle 
The  Snow  Baby  (Peary) 
Juveniles: 

Pinocchio  (Collodi) 
Hans  Brinker  (Dodge) 
Birds'       Christmas       Carol 

(Wiggin) 
Mrs.  Wiggs  (Rice) 
Five  Little  Peppers  (Sidney) 


CHAPTER  XVII 

SCIENCE  AND  HISTORY 

"  True  human  wisdom  has  for  its  bedrock  an  intimate  knowledge 
of  the  immediate  environment  and  trained  capacity  for  dealing  with 
it.  The  quality  of  mind  thus  engendered  is  simple  and  clear- 
sighted, formed  by  having  to  do  with  uncompromising  realities 
and  hence  adapted  to  future  situations.  It  is  firm,  sensitive  and 
sure  of  itself." 

—  John  Dewey. 

"  No  book  or  map  is  a  substitute  for  personal  experience ;  they 
cannot  take  the  place  of  the  actual  journey." 

—  Ibid. 

"  The  destiny  of  nations  lies  far  more  in  the  hands  of  women 
—  the  mothers  —  than  in  the  hands  of  rulers." 

—  F.  Froebel. 

Cultivating  a  Scientific  Mind.  Science  is  concerned 
with  causes  and  effects,  laws  and  principles  of  action, 
systematic  classification  of  facts,  exact  knowledge  of 
facts.  A  scientific  habit  of  mind  is  developed  in  the 
little  child  by  encouraging  curiosity,  exploration,  exper- 
imenting, collecting,  questioning;  by  consistent  pa- 
rental action  and  discipline,  honesty  and  sincerity  in 
statements,  the  answering  of  questions  so  as  to  provoke 
further  thought. 

Usually  a  child  needs  little  stimulus  to  interest  in 
natural  science.  Everything  in  the  world  is  new 
to  him.  The  baby  is  interested  in  every  object  he 
can  touch,  in  shining  or  moving  objects.  The  toddler 
is  interested  in  moving  things,  especially  animals, 
trains,  clocks ;  in  sticks,  stones,  and  leaves  because  he 

309 


310  THE  MOTHERCRAFT  MANUAL 

can  use  them.  The  httle  child  from  three  to  six  is 
interested  in  sun,  moon,  and  stars,  in  day  and  darkness, 
in  rain,  snow,  wind,  in  flowers  and  trees,  as  well  as  in 
animals  and  birds.  Natural,  spontaneous  questions 
regarding  the  biological  origin  and  development  of 
life  are  asked  between  three  and  eight,  and  this  is  the 
period  especially  recommended  for  teaching  the  child 
of  the  mother's  part  in  his  prenatal  care,  and  the  value 
of  the  father's  share,  and  thereby  fostering  his  whole- 
some attitude  of  gratitude,  and  his  respect  for  all 
motherhood  and  fatherhood.  At  four  or  five,  rivers, 
lakes,  hills,  valleys,  the  time  of  day,  attract  his  atten- 
tion. Processes  of  mechanics,  filling  and  emptying, 
pouring,  pulleys,  wheels,  are  matters  of  keen  interest 
from  early  in  his  second  year. 

There  is  an  early  stage  when  he  asks  "What?" 
meaning  what  is  its  name.  Later  comes  the  "  Why?  " 
which  is  a  search  for  physical  causes  and  reasons,  and 
also  for  philosophical  reasons. 

Learning  the  Fundamental  Facts.  The  teacher  of 
the  very  little  child  must  first  know  what  are  the  fun- 
damental facts  in  science.  Too  often  the  traditional 
school  training  has  given  an  intensive  acquaintance 
with  one  or  two  sciences,  so  detailed  that  the  funda- 
amental  foundations  are  obscured.  The  teacher  of 
the  very  little  child  needs,  instead,  a  comprehensive 
knowledge  of  many  sciences,  in  their  broad  basic  out- 
lines, —  especially  physics,  chemistry,  nature-study, 
biology,  physical  geography,  geology,  astronomy,  in- 
dustrial geography  and  industrial  processes,  the  story 
of  primitive  life  and  industries. 

Nature  Study  That  is  Worth  While.  Moreover,  her 
knowledge  should  not  be  purely  impersonal;  it  must 
be  human,  poetic,  related  to  industry  and  religion. 
The  sense  of  wonder  and  of  nurture  is  strong  in  the 
little  child.  He  is  more  interested  in  feeding  and 
caring  for  his  rabbits  or  goldfish  or  flowers  than  in 


SCIENCE  AND  HISTORY  311 

analyzing  them,  or  describing  their  form  or  color ;  the 
latter  are  merely  incidental  in  his  interest,  and  they 
should  be  in  his  teaching.  On  the  other  hand,  his 
knowledge  of  form,  color,  and  such  abstract  qualities 
may  well  come  quite  naturally  and  incidentally  through 
nature-study  and  handwork  rather  than  through  spe- 
cial apparatus,  separated  from  real  objects  and  life. 

Geography.  This  comes  naturally  through  his  per- 
sonal experiences.  Maps,  diagrams,  globes,  are  complex 
and  abstract  and  symbolic;  they  belong  somewhere 
after  six  years,  with  most  children  not  before  nine 
years.  The  child  must  have  arrived  at  the  stage 
when  he  can  think  in  terms  of  symbols,  before  he  can 
really  interpret  them.  It  will  do  no  harm  to  have  a 
globe  where  he  may  see  it,  but  it  would  be  a  fallacy 
to  consider  that  he  can  really  interpret  it,  and  a  mis- 
take to  attempt  using  it  until  he  has  grasped  the  idea 
of  the  bigness  of  the  earth  on  which  he  lives.  Maps 
will  not  be  interpretable  until  later.  He  may  point 
to  places  on  the  map,  but  without  appreciation  of  their 
meaning.  Somewhere  between  six  and  ten  years  of 
age  he  may  begin  making  a  ''  map  "  of  the  imaginary 
country  he  has  built  in  the  sand  box,  with  rivers, 
lakes,  cities;  or  of  the  room,  locating  the  articles  of 
furniture;  or  of  the  street,  locating  the  houses,  side- 
walks, telegraph  poles,  first  drawing  freehand,  and 
when  more  advanced,  drawing  to  scale.  At  three  or 
four  years,  with  his  sand  pile,  he  can  reproduce  forms 
he  has  seen  —  hills,  valleys,  rivers,  lakes.  He  will 
want  to  use  real  water  for  rivers.  It  is  well  to  let  him 
experiment  with  this  until  he  is  dissatisfied  because  of 
its  disappearance,  and  then  look  for  play  substitutes, 
—  gray,  blue,  or  green  yarn,  paper  or  cloth,  mica. 
It  is  more  important  that  it  should  be  representative 
to  him  than  to  his  elders. 

Real  geography  comes  through  seeing  places  and 
people.     The  little  child  under  five  or  six  belongs  natu- 


812  THE  MOTHERCRAFT  MANUAL 

rally  in  the  country,  where  he  has  the  opportunity  for 
acquaintance  with  physical  geogi'aphy  in  many  forms. 
Great  variety  of  natural  objects  and  experiences 
should  be  provided.  On  the  other  hand,  intensive 
acquaintance  with  only  a  few  people  or  nationalities  is 
better.  After  four  or  five  years  of  age,  he  is  able  to 
stand  the  excitement  of  traveling,  and  the  risk  of  dust 
and  crowds,  and  he  is  ready  to  profit  by  seeing  other 
people,  cities,  customs,  ways  of  traveling,  industries. 
The  least  journey  to  a  new  environment  is  valuable, 
to  enlarge  his  perspective  and  his  sympathies.  Even 
at  three  or  four  he  likes  to  see  pictures  of  other  children 
in  other  countries,  and  how  they  live,  —  their  houses, 
clothes,  food,  toys,  pets.  Especially  is  he  attracted 
by  stories  of  primitive,  outdoor  life.  The  story  of 
Hiawatha,  in  Longfellow's  original,  is  well  adapted 
to  the  sixth  year,  and  some  children  love  it  and  enjoy 
it  earlier. 

Dolls  may  be  dressed  to  represent  children  of  differ- 
ent lands.  The  sand  box  may  be  used  to  represent 
tropical,  arctic,  mountainous,  agricultural,  fishing, 
mining  countries  and  scenes.  Scrapbooks  can  be 
made  for  each  country,  with  pictures  from  magazines, 
railroad  or  steamship  folders,  post  cards.  Foreign 
magazines  may  be  obtained,  in  the  east,  through 
Brentano's  (New  York).  Correspondence  could  easily 
be  arranged  with  a  child  in  some  foreign  country  if 
not  through  personal  acquaintances,  at  least  through 
some  foreign  school,  mission,  society,  or  consul.  Early 
acquaintance  with  the  children  of  other  countries  cul- 
tivates a  feeling  of  sympathy  that  is  the  foundation 
of  world  fellowship  and  international  peace.  If  there 
is  opportunity  to  learn  a  few  colloquial  sentences  in 
some  of  these  languages,  this  will  still  further  deepen 
the  child's  sympathy.  After  six  years,  when  his 
interest  in  collecting  is  strong,  foreign  stamps,  flags, 
emblems,  flowers,  pictures,  will  be  as  keenly  interest- 


SCIENCE  AND  HISTORY  313 

ing  to  him  as  cigar  labels  or  other  inconsequential  but 
glittering  objects. 

Industries.  Let  him  see  as  many  as  possible  of 
the  forms  of  industry,  especially  the  primitive  simple 
forms,  such  as  gardening,  farming,  care  of  animals, 
horse-shoeing,  baking,  sewing.  He  should  go  often 
to  the  grocery  store  (not  during  the  busy  hours)  to 
see  the  different  kinds  of  foods.  Better  yet,  he  should 
see  some  of  these  vegetables  and  fruits  growing,  the 
wheat  and  corn  standing  in  the  fields.  He  should 
see  the  ploughing,  planting,  weeding,  harvesting;  the 
feeding  and  the  milking  of  the  cow;  the  hauling  and 
preparation  of  fuels.  Little  comment  is  necessary 
beyond  remarking  how  everything  that  we  eat  or  wear 
has  come  to  us  because  other  people  have  worked  hard 
to  make  it  grow,  or  to  bring  it  or  prepare  it  for  us,  and 
therefore  we  owe  our  thanks  to  all  who  have  worked 
for  our  comfort.  Thus  from  his  own  experience  he 
may  know  and  appreciate  the  postman  who  brings 
the  letters,  the  fireman  who  hurries  to  put  out  the  fire, 
the  policeman  who  helps  us  across  the  crowded  street 
and  watches  night  and  day  to  keep  us  protected  from 
harm  and  danger,  the  street-sweeper  and  sprinkler 
who  keep  the  streets  clean,  the  man  who  brings  the 
coal  or  wood  or  groceries,  the  street-car  conductor  and 
motorman,  the  engineer  and  fireman  on  the  train  that 
takes  us  about  the  country  or  brings  the  freight. 

Through  gratitude  for  the  hard  work  that  others  do 
for  him  he  will  also  learn  to  respect  all  labor,  even  though 
it  does  cause  dirty  hands  and  faces  and  clothes,  and  he 
will  naturally  infer  that  it  is  his  duty  to  do  his  share 
and  to  work  also  for  others. 

History.  Children,  like  savages,  are  historically  near- 
sighted ;  they  have  not  yet  the  experience  to  appreciate 
historic  time ;  every  event  is  located  near  the  present, 
and  their  interest  in  history  is  more  or  less  fictitious 
and  artificial.    This  is  the  period  for  the  great  myths, 


314  THE  MOTHERCRAFT  MANUAL 

for  imagination  now  exceeds  experience,  and  any  ad- 
venture is  credible. 

There  comes  a  time,  about  six  years  of  age,  when  chil- 
dren begin  to  ask  for  a  "  tine  "  story,  meaning  a  real- 
istic story,  historically  true.  Then  is  the  opportunity 
to  recount  the  experiences  of  mothers  and  children,  as 
well  as  of  brothers  and  fathers,  in  other  times.  Nor 
need  these  be  limited  to  his  own  country  or  modern 
times.  "  Once  upon  a  time  "  or  "  A  long,  long  time 
ago  "  is  somewhere  back  in  a  vague  sometime ;  yes- 
terday or  a  million  years  ago  are  not  yet  spaced  in  his 
mind.  This  sense  of  time-duration  may  be  developed 
by  calling  attention  to  it  in  his  experience,  for  the  two- 
year-old,  day  and  night ;  in  the  fourth  year,  morning 
and  afternoon,  yesterday,  to-day  and  tomorrow,  sea- 
sons ;  in  the  fifth  year,  the  days  of  the  week  and  the 
months  of  the  year  will  begin  to  have  significance  and 
sequence ;  in  the  sixth  year,  "  last  Christmas",  "  next 
Fourth  of  July  ",  the  date  of  this  year,  and  the  marking 
of  duration,  under  various  circumstances,  of  a  minute, 
an  hour,  a  day. 

Of  course,  the  little  child  will  not  be  able  to  dis- 
tinguish between  different  nations  or  races  of  the  past ; 
it  is  all  one  to  him.  This  fact  is  easily  overlooked  by 
the  eager  teacher,  who  has  so  long  since  classified 
historic  data  in  her  own  mind.  This  historical  appre- 
ciation does  not  develop  until  the  early  teens. 

For  these  reasons,  it  is  good  pedagogy  to  let  the 
first  historical  stories  be  of  the  country  in  which  the 
child  lives.  Historic  sequence  in  the  telling  of  these 
anecdotes  is  of  slight  importance. 

Since  so  much  of  written  history  has  hitherto  been 
military  and  political,  it  is  easy  to  fall  into  the  error 
of  telling  stories  of  military  experiences,  especially 
wars  and  battles.  In  the  light  of  modern  develop- 
ments, the  superficialness  and,  for  the  child,  the  mis- 
leading effect  of  the  usual  military  story  should  be  clearly 


SCIENCE  AND  HISTORY  315 

evident.  It  should  not  be  made  the  ideal,  nor  a  sub- 
stitute for  the  adventure,  courage,  heroism,  which  the 
child  craves  and  admires.  The  teacher's  responsibility- 
is  to  find  historic  tales  of  those  who  served  their  fellow- 
men  by  constructive  bravery  and  venture,  —  life-saving, 
exploring,  inventing.  Even  a  simple,  homely  incident 
in  the  life  of  a  noteworthy  historical  character  will  be 
an  introduction  to  deeper  acquaintance  later.  In 
American  history,  Columbus,  the  Pilgrims,  William 
Penn,  Benjamin  Franklin,  Betsy  Ross,  Eli  Whitney, 
Edison,  are  a  few  examples.  Stories  from  English  his- 
tory easily  relate  themselves  to  the  little  child's  vision. 
The  childhood  of  noteworthy  men  and  women  furnishes 
many  stories  for  this  age  period. 

The  teacher  needs  to  beware  of  the  fallacy  of  reading 
to  children  or  telling  to  them  things  which  they  can 
learn  through  their  own  experience,  experimenting, 
or  observation.  Many  informational  books  of  this 
kind  are  at  hand,  both  in  science  and  history.  The 
temptation  often  is  strong,  especially  for  the  teacher 
who  is  eager  that  the  child  shall  learn  much,  and  who 
has  not  clearly  distinguished  between  mere  erudition, 
encyclopedic  accumulation  of  facts  and,  on  the  other 
hand,  the  vital,  living  experiences  of  life,  with  the  grow- 
ing power  to  observe,  interpret,  and  enjoy  for  one's 
self.     The  latter  is  dynamic,  the  way  of  wisdom. 

Where  museums  or  historical  collections  are  avail- 
able, there  is  a  great  educational  opportunity,  although 
much  of  the  material  is  dead  and  unrelated  to  its 
natural  situation. 

Mathematics.  The  elements  of  arithmetic  and 
geometry  have  but  a  slight  place  in  the  life  or  interest 
of  the  little  child.  At  five  or  six  he  may  begin  to  count 
objects,  but  his  capacity  is  limited.  The  mere  memoriz- 
ing of  numbers,  as  a  series  of  words,  is  of  no  more 
mathematical  significance  than  a  nonsense  jingle,  and 
is  not  to  be  encouraged  until,  through  his  interest  in 


316  THE  MOTHERCRAFT  MANUAL 

counting,  the  child  has  an  appreciation  of  the  concrete 
meaning  of  numbers,  at  least  to  the  range  of  ten  or 
twelve.  Pleasuring,  using  the  actual  standard  meas- 
ures of  foot,  yard,  pound,  pint,  quart,  gallon,  dozen, 
is  usually  of  interest  at  six  or  seven  years.  Interest 
in  geometric  forms  is  naturally  slight,  and  even  this 
is  doubtless  an  aesthetic,  not  a  mathematical,  interest. 
Teaching  of  geometric  form  is  easily  overdone. 

Reading  and  Writing.  These  have  no  place,  bio- 
logically, before  six  years,  and  some  psychologists  say 
they  belong  psychologically  after  eight  years,  in  the 
period  of  interest  in  symbols,  abstractions,  and  rote 
learning.  It  is  known  that  normal  children  who  enter 
school  at  nine  years  usually  finish  the  grades  with 
those  of  their  own  age  who  started  three  years  earlier. 
It  is  evident  that  with  a  natural  outdoor  environment, 
the  child  will  acquire  a  better  physique,  a  larger  ac- 
quaintance with  realities,  and  a  richer  development  of 
invention,  initiative,  self-expression,  than  he  does  in  the 
schoolroom.  The  ancient  Greeks  taught  only  games, 
dancing,  and  music  to  children  under  nine.  Doctor 
G.  Stanley  Hall,  Professor  Lightner  Witmer,  Professor 
Arthur  Holmes,  Professor  Clifton  E.  Hodge  are  among 
the  authorities  advising  such  late  introduction  to  the 
use  of  abstract  symbols.  What  can  be  done  educa- 
tionally in  that  period  from  six  to  nine  years,  without 
teaching  the  three  R's,  has  been  amply  demonstrated 
by  Mrs.  Marietta  Johnson  in  her  school  at  Fairhope, 
Alabama,  and  at  The  Little  School  in  the  Woods  at 
Greenwich,  Connecticut. 


CHAPTER   XVIII 
HANDWORK 

"  No  line  of  culture  is  complete  until  it  issues  in  motor  habits 
and  makes  a  well-knit  soul  texture  that  admits  concentration 
series  in  many  directions  and  that  can  bring  all  its  resources  to 
bear  on  any  point. 

"  Fully  assimilated  knowledge  that  becomes  a  part  of  life  is 
strength  —  but  that  which  is  undigested  and  not  transformed 
into  carrying  power,  but  is  a  burden  to  be  carried  in  memory,  is 
an  added  cause  of  tension  and  fatigue." 

—  G.  Stanley  Hall. 

Three  fundamental  principles  are  to  be  noted : 

1.  All  is  grist  that  comes  to  the  mill  of  the  hand- 
worker. 

2.  The  one  element  that  will  transform  any  object 
or  combination  of  objects  into  a  created  product  is 
imagination. 

3.  The  purpose  in  the  children's  handwork  is  not 
the  production  of  finished  products,  but  creative  self- 
activity,  invention,  self-reliance,  the  making  of  things 
to  use,  the  utilizing  of  materials  found  in  the  environ- 
ment, the  putting  of  ideas  into  concrete  form,  the 
acquisition  of  dexterity  with  the  hands,  the  develop- 
ment of  brain  centers  through  use  of  the  hands. 

The  nursery,  playroom  or  yard  should  have  a  corner 
for  tools  and  materials  adapted  to  the  muscles  of  small 
hands  and  arms.  A  workbench  of  a  height  adapted  to 
the  child  at  each  stage  of  his  development,  can  be 
purchased  at  the  large  hardware  stores,  or  can  be  made 
from  a  heavy  packing  box.  Tools  should  be  kept  in 
good  condition,  and  materials  neatly  shelved.     The 

317 


318  THE  MOTHERCRAFT  MANUAL 

child  at  two  years  can  begin  to  keep  his  workshop  in 
good  order. 

Forms  of  handwork.  The  suggested  Hst  begins  with 
the  simpler  forms  and  continues  to  the  more  difficult, 
in  each  group. 

Painting:  using  a  house-painter's  brush  for  real  or 
imaginary  (with  water)  painting ;  freehand  painting 
of  pictures;  painting  in  of  large,  simple  drawings, 
made  with  heavy  line 

Drawing:  freehand  drawing  of  known  or  imagined 
objects;  illustrating  stories ;  copying  simple  borders 
or  geometric  designs ;  creating  borders,  patterns  for 
wall  paper,  or  other  decoration 

Paper  tearing :  simple  circles,  household  utensils,  tools, 
animals,  trees,  dolls 

Paper  cutting:  as  in  paper  tearing,  when  child  can 
easily  handle  blunt-pointed  scissors  (about  five 
years) ;  cutting  out  pictures  with  heavy  outline 
(not  under  five  years) 

Modeling:  moldings  and  forms,  learning  to  manip- 
ulate soft  material;  making  beads,  nests,  dishes, 
furniture,  dolls,  animals 

Carpentry:  hammering,  sawing,  planing;  making 
simple  dolls'  tables,  chairs,  furniture;  making  dolls' 
houses,  children's  furniture,  wagons,  toys 

Tools. 

Hammer,  light  weight  Vise 

Wooden  mallet  Gimlet 

Small  size,  sharp  saw  Screwdriver 

Coping  saw  File 

Small  size,  sharp  plane  Small,  blunt  scissors 

House-painter's  brush  Weaving  frame 

Materials.  Whatever  the  habitat  and  environment 
provides. 

The  country  child  is  the  more  blessed  of  the  gods,  for 
he  has 


HANDWORK  319 

Twigs,  branches  Straw,  hay 

Corncobs,  silk  Milkweed  pods 

Acorn  cups 

The  city  child  can  more  readily  find 

Spools  Wooden  boxes 

Pasteboard  boxes  Wooden  buttons 

Every  child  has  at  hand 

Clothespins  Leaves 

Wrapping  paper  Vegetables 

Corrugated  pasteboard  Scraps  of  cloth  and 
Match  boxes  leather 

String,  rope 

Purchasable  material  which  may  be  useful,  to  be 
bought  as  needed,  will  include: 

Whitewood,  i  inch,  in  assorted  widths  and  lengths 

Whitewood,  cut  in  circles,  assorted  sizes 

Water   colors,   dyes,    dry    colors    and    shellac,    large 

Crayola 
Glue,  paste 
Modeling  clay,  plasticine,  plaster  of  Paris,  Portland 

cement 
Paper :  bogus,  cartridge,  book-cover,  Manila,  builders^ 

water  color,   drawing,  colored,  gold,  silver,  crepe, 

tissue 
Nails,  tacks,  and  screws  in  assorted  sizes 
Cloth,  yam,  leather,  raffia 
Board :  bristol  board,  cardboard,  binder  board 
Hinges,  locks,  staples 
Brass  paper  fasteners 
Paint  boxes  should  contain  only  the  three  primary 

colors  (red,  yellow,  blue)  and  black,  so  the  child  can 

learn  to  mix  his  own  colors. 
Labeled  boxes  for  materials  should  be  kept  on  the  play 

shelves,  and  scraps  of  everything  usable  from  the 

household  kept  in  these. 


320  THE  MOTHERCRAFT  MANUAL 

Dry  clay  powder  is  the  cheapest  form  of  modeling 
material ;  composition  clay  or  plasticine  are  cleaner. 

Plaster  of  Pai'is  and  Portland  cement  are  easy  material 
for  children  to  work  with.  They  should  be  mixed  with 
lukewarm  water  until  the  consistency  of  thick  cream. 

Dry  colors  purchased  at  the  paint  shop  may  be  mixed 
with  the  dry  clay  powder,  plaster  of  Paris,  or  cement, 
for  color  effects. 

Children  who  live  in  the  vicinity  of  a  pottery  can  have 
their  clay  pieces  fired.  Enamel  paint  or  water  glass 
will  waterproof  clay.  Decorations  may  be  made  with 
water  colors  or  shellac  varnish  mixed  with  dry  colors. 

Handwork  that  is  Injurious.  The  fine  muscles  of 
the  fingers  and  eyes  are  undeveloped  in  the  child  under 
six  years,  and  the  nervous  system  is  easily  fatigued  or 
overstrained.  Handwork  that  involves  use  of  small 
objects,  as  toothpicks,  straws,  lentils,  peas,  tiny  beads, 
cambric  needles,  thread,  1-inch  blocks,  small  papers, 
is  a  nervous  strain  upon  the  child.  Fine  lines,  dots, 
holes,  the  following  of  a  fine  line  in  cutting  or  coloring, 
are  also  injurious  to  the  eyes.  Such  fine  material  and 
work  is  no  longer  used  in  kindergartens  that  have 
respect  for  child  hygiene. 

Too  long  seated  application  to  work  at  a  table  is 
also  injurious.  Half  an  hour  is  long  enough  for  any 
child  under  nine  years  to  sit  still  at  work.  If  he  is 
voluntarily  absorbed  longer,  some  active  diversion 
should  be  arranged  for  a  quarter  hour,  at  least. 

Work  suggested  that  is  too  difficult  for  the  child  to 
do  alone  either  discourages  him  by  its  impossibility, 
or  develops  dependence  upon  others. 

Educational  Values.  The  handwork  is,  education- 
ally, a  means  of  giving  concrete  expression  to  imagina- 
tive ideas,  and  of  making  the  experience  of  the  child 
more  vivid.  Stories,  scenes  from  history,  records  of 
the  child's  own  experience,  can  be  portrayed.  The 
child  does  not  naturally  copy  literally  from  objects. 


HANDWORK  321 

No  effort  should  be  made,  before  six  years,  to 
produce  finished  products.  Technique  or  skill  in 
production  do  not  belong  to  this  period.  Vividness, 
self-expression,  development  of  motor  control  of  arms 
and  hands,  coordination  of  eye  and  hand,  the  joy  of 
workmanship,  the  confidence  in  creating,  —  these  are 
the  purposes  of  handwork  in  early  childhood. 

The  genetic  method  in  handwork  is  to  start  with 
your  idea  of  what  you  want  to  make,  and  then  make  it 
of  such  material  as  you  can  find.  This  is  Nature's 
process,  the  child's  process,  of  creating. 

The  list  of  ideas  to  be  realized  will  fall  into  a  few 
groups : 

Dolls  in  great  variety  Furniture 

Animals  Dishes 

Trains  Toys  for  store-keeping  — 

Wagons  and  other  vehicles  all  lines  of  merchandise 

Boats  Toys  for  playing  at  oc- 

Houses,       animal      cages,  cupation  —  all  lines  of 

churches,  barns,  stores  industry 

Doll  clothes  Games 

If  any  genius  is  involved  in  handwork,  it  is  in  adapt- 
ing any  kind  of  material  to  the  realization  of  any  one 
of  these  ideas. 

Dolls.  Clothespins  with  cloth  or  paper  tied  on  are 
about  the  simplest. 

Corncobs,  with  "  real "  silk  hair,  clothes  of  com  husks 
or  cloth  make  popular  dolls.  Arms  may  be  made  of 
cloth  bags  stuffed  with  paper,  cotton,  cloth,  and  sewed 
into  the  shoulder  seam  of  the  dress. 

Rag  dolls  stuffed  with  cloth,  the  features  and  fingers 
marked  in  with  ink  or  water  color.  Any  one  can  cut 
a  rag  doll  pattern  from  muslin.  (For  sanitary  reasons, 
rag  dolls  are  not  so  popular  as  they  used  to  be.) 

Nut  dolls.  Peanut  dolls  are  made  by  using  double 
nuts,  sewed  together  to  make  the  head,  arms,  legs  and 
body;    the  features  and  hair  marked  with  ink.     Al- 


822  THE  MOTHERCRAFT  MANUAL 

mond,  hickory,  hazel  and  walnut  heads  are  used,  at- 
tached to  sticks  or  rag  bodies.  Corks,  clay  pipes,  bone 
buttons,  raffia,  yarn,  may  be  used  for  doll  heads  with 
these  bodies. 

Vegetable  dolls.  Carrots,  potatoes,  cucumbers, 
squashes  may  be  used,  and  the  features  marked  with 
ink  or  knife. 

The  temporary  possibility  of  vegetable,  nut,  and 
other  '*  stunt "  dolls  does  not  add  to  their  popularity. 
They  are  of  interest  chiefly  after  nine  years,  when  the 
doll  interest  is  waning. 

Paper  dolls.  Bodies  made  of  stiff  paper  or  pasteboard, 
with  clothes  that  can  be  taken  off  and  put  on.  Faces 
can  be  drawn  with  ink  or  water  colors,  or  heads  from 
pictures  may  be  pasted  on. 

Such  paper  dolls  must  be  of  a  size  to  handle  with  ease. 

Paper  dolls  cut  singly  or  in  chains,  by  folding  paper 
and  cutting,  are  a  source  of  amusement  to  children 
about  five,  and  of  creative  enjoyment  about  eight, 
when  there  is  the  motor  ability  and  imagination  to 
create  them  in  great  variety. 

Animals  and  Birds.  Vegetable.  Use  large  vege- 
tables for  body ;  twigs  or  toothpicks  for  legs ;  straw, 
string,  yam,  for  tails;  pins,  beads,  buttons,  cloves, 
currants,  raisins,  for  eyes;  leaves,  paper,  cloth,  for 
nose  and  ears ;  gashes  for  mouth. 

Paper.  Cut  out  freehand,  or  from  heavy  outline,  in 
newspaper,  drawing  paper,  wrapping  paper. 

Pasteboard.  Cut  with  strong  scissors  or  with  coping 
saw.  These  may  have  legs,  heads,  and  tails  made 
separately  and  attached  with  thread,  string,  or  fine 
wire  so  they  will  move. 

Wooden.  Draw  from  paper  designs,  cut  from  white- 
wood  or  other  soft  wood,  with  coping  saw.  These,  too, 
may  have  movable  limbs. 

Kindergarten  supply  houses  publish  a  set  of  paper 
patterns  for  animals  and  one  for  birds. 

Animals  and  birds  may  be  colored  with  water  colors. 
Or  wooden  ones  may  be  painted  "  true  to  life",  using 


HANDWORK  323 

the  shellac  and  colors ;  about  three  coats  are  required. 
They  are  then  waterproof,  and  the  colors  will  not  run. 
A  paper  or  pasteboard  support  can  be  fastened  to  the 
back  side  of  animals  so  they  will  stand  up.  Birds 
may  be  hung  by  a  thread  from  the  ceiling  or  window 
frame. 

Boys  who  can  whittle  can  carve  out  animals,  thus 
providing  some  with  three  dimensions. 

Houses.  Houses  are  easily  made  from  boxes  by 
cutting  out  or  drawing  on  doors  and  windows,  with 
slanting  or  flat  roofs  of  pasteboard  or  corrugated  iDoard. 
Porches,  lean-tos,  extensions,  chimneys,  steeples,  gables, 
can  be  added  by  gluing  or  sewing  on  additional  paste- 
board. Castles,  forts,  silos,  water  towers  are  made 
from  round  boxes.  Houses  may  be  decorated  with 
water  colors. 

Animal  and  menagerie  cages  are  made  by  cutting 
out  strips  from  one  side  of  a  box.  Staircases  are  made 
of  folded  paper  or  bristol  board. 

Paper  houses  can  be  made  from  stiff  paper,  with  doors 
and  windows  drawn  or  cut  out.  These  are  easily  made, 
and  a  source  of  amusement  for  a  rainy  day,  but  not 
highly  valued  because  not  enduring. 

Wooden  houses  are  the  joy  of  childhood.  A  house 
small  enough  to  be  convenient  indoors,  or  large 
enough  to  play  in  outdoors,  is  one  of  the  chief  rights 
of  childhood.  For  children  under  six  or  seven  years,  a 
packing  box  can  be  used.  Two  boxes  of  the  same  size 
make  a  two-story  house.  The  children  can  scrub, 
sandpaper,  paint,  the  outside  and  floors,  design  or  saw 
out  windows,  put  in  partitions  to  divide  into  separate 
rooms,  add  a  slanting  roof  and  chimney.  Doors  may 
be  added  with  hinges.  Bricks  may  be  made  of  clay 
and  fastened  together  with  cement  or  glue  for  a  tiny 
brick  house.  Staircases  are  made  of  strips  or  blocks  of 
the  wood. 

Children  over  seven  can  build  a  real  wooden  house 


324  THE  MOTHERCRAFT  MANUAL 

with  a  little  suggestion.  They  are  also  able  to  make 
small  cement  blocks  for  a  block  house.  Boys  of  ten  or 
twelve  can  make  a  log  hut. 

Trains,  Wagons,  Boats,  Vehicles.  Pasteboard  ve- 
hicles can  be  made  from  spool  boxes,  candy  boxes, 
match  boxes.  For  wheels  use  spools,  round  wooden 
buttons,  round  box  covers,  milk  bottle  covers,  circles 
cut  from  pasteboard.  For  axles  use  skewers,  tooth- 
picks, nails.  Axles  and  wheels  may  be  tacked,  sewed,  or 
pasted  to  the  wagon.  Axles  may  be  dispensed  with, 
and  the  wheels  pasted  directly  to  the  wagon  box. 
Dashboards,  seats,  canopies,  foot  rests,  smokestacks, 
cowcatchers  of  paper  or  pasteboard  can  be  pasted  on, 
or  attached  with  brass  paper  fasteners. 

Paper  wagons  and  cars  can  be  made  from  a  paper 
square  folded  into  sixteen  small  squares,  the  sides  and 
ends  turned  up  and  pasted,  and  paper  circles  pasted 
on  for  wheels.  Paper  seats  and  canopies  can  be  added. 
The  proportions  can  be  changed  by  cutting  out  some 
of  the  squares. 

Wooden  vehicles  are  most  satisfactory,  because  they 
can  be  made  to  really  go,  and  boats  can  be  sailed,  — 
which  is  a  boat's  very  reason  for  existing. 

For  wagons  or  cars,  a  soap  box  or  starch  box  is 
very  satisfactory.  The  axles  should  be  securely  nailed 
on,  absolutely  straight.  Material  for  axles  and  wheels 
will  depend  upon  the  size  of  the  wagon  and  degree  of 
efficiency  desired.  For  small,  crude  vehicles,  large 
wooden  button  molds,  wooden  spools  (possibly  sawed 
in  half)  may  be  utilized  for  wheels,  and  toothpicks, 
kindergarten  sticks,  or  twigs  for  axles.  A  small  nail  or 
small  circle  of  pasteboard,  wax,  or  plasticine  slipped  on  to 
the  axle,  each  side  of  the  wheel,  will  keep  the  latter 
in  place.  For  more  efficient  and  finished  work,  wooden 
disks  of  a  suitable  size  and  with  the  hole  bored  through, 
and  the  round  sticks  of  a  size  to  fit  them,  may  be  pur- 
chased from  the  carpenter  shop  or  planing  mill.     Or 


HANDWORK  325 

the  holes  may  be  bored  with  the  gimlet  and  filed  out  to 
size.  The  axles  are  glued  into  the  disks,  then  glued, 
nailed,  or  screwed  to  the  wagon  or  car  body,  and  the 
edges  filed  or  sandpapered  so  the  wheels  will  turn.  Or 
the  disks  may  be  nailed  at  the  end  of  the  axle,  using 
a  heavy  nail  with  large  head.  For  nicer  work,  regular 
wheels  and  axles  may  be  purchased  at  the  hardware 
store 

The  engine  smokestack  is  made  from  an  empty 
spool  or  round  box  glued  on.  The  cars  are  coupled 
together  with  string,  wire,  rope,  or  tiny  chains  pur- 
chased at  the  hardware  store. 

The  simplest  boat  is  merely  a  raft  with  a  string  tacked 
on,  a  spool  smokestack,  or  a  sail  of  paper  on  a  wooden 
toothpick  or  skewer,  tacked  on  one  end  or  put  into  a 
nail  hole.  Beyond  this  is  the  two  or  three-decked  boat 
made  by  fastening  small  wooden  fig  boxes  or  cigar 
boxes  to  the  four  pillars  made  from  slats  of  a  fruit 
crate,  the  first  deck  tacked  to  a  thick  block  of  wood  for 
a  keel.     This  boat  will  carry  real  cargoes. 

A  raft,  either  doll  size  or  real  size,  of  half -inch  board 
nailed  to  two  parallel  joists,  can  be  made  by  the  six- 
year-old.  With  the  coping  saw,  a  sailboat  deck  with 
pointed  ends  can  be  made  from  the  whitewood,  a 
block  nailed  beneath  for  keel,  a  sailcloth  of  muslin 
hemmed  and  fastened  with  cord  or  small  rope  to  a 
mast  that  fits  into  the  hole  bored  by  the  gimlet. 

Any  number  of  tiny  boats  may  be  made  of  corks, 
nutshells,  eggshells,  with  sails  of  paper  and  cloth, 
masts  and  oars  of  toothpicks,  skewers  or  twigs,  seats 
of  paper  or  pasteboard. 

Rafts  may  be  made  of  sticks,  corncobs,  or  strips  of 
bark  bound  together  with  raffia,  grasses,  or  cord.  A 
canoe  may  be  made  of  birch  bark  or  leather  sewed 
together  at  the  ends,  and  lined  with  oiled  paper,  rubber 
cloth  or  oilcloth  to  make  it  water-tight.  This  will 
carry  dolls  and  cargo. 


326  THE  MOTHERCRAFT  MANUAL 

Furniture.     This  can  be  made  by  the  wholesale. 

Paper.  The  easiest  way  is  to  use  the  paper  square, 
folded  into  sixteen  squares,  folding  and  cutting  away 
to  get  the  desired  proportions.  Paper  circles  are  used 
for  wheels,  rockers,  mirrors,  stove  lids;  silver  paper 
for  min'ors;  gilt  paper  for  brass  ornaments.  Water 
color  gives  realistic  touches. 

Pasteboard.  Sheet  bristol  board  may  be  used,  first 
drawing  the  design  carefully,  providing  for  lapping, 
folding  along  the  marked  lines,  and  pasting  the  laps. 
In  this  way  any  desired  size  can  be  had.  The  designs 
can  first  be  made  in  paper. 

Pasteboard  boxes  require  less  work.  Spools  may  be 
glued  to  a  box  cover  as  legs  for  a  table  or  chair.  Small 
spools  for  legs,  or  pasteboard  semicircles  fastened  on 
for  rockers,  transform  a  box  into  a  cradle.  Safety 
match  boxes  glued  on  top  of  each  other,  with  a  paper 
fastener  or  button  attached  as  a  knob  to  the  sliding 
sections,  make  a  tiny  chiffonier;  a  pasteboard  frame 
attached  to  the  back  has  a  silver  paper  mirror  or  even 
one  of  the  tiny  real  glass  pocket  mirrors.  Beds  may  be 
made  by  fastening  a  pasteboard  strip  for  head  and  foot 
board  to  the  ends  of  a  shallow  oblong  box.  A  poster 
bed  is  made  from  an  oblong  box  and  cover,  sticking  four 
skewers  at  the  corners  for  legs  and  posts. 

Crude  wooden  furniture  can  be  made  from  soft 
blocks  of  wood  fastened  together  with  small  wire 
nails.  Chairs  are  made  by  nailing  a  back  strip  to  a 
block  seat ;  tables  by  nailing  a  square  or  round  top  to 
a  center  block  or  to  blocks  at  each  corner  for  legs. 

Grocery  boxes,  shoe  boxes,  cigar  boxes,  fruit  crates, 
will  furnish  cheap  material  of  pine  wood.  This,  how- 
ever, splits  easily,  has  knotholes  and  splinters,  and  is 
a  last  resort.  An  assortment  of  whitewood,  one-half 
inch  thick,  in  one,  two,  three  and  four-inch  width 
strips,  will  be  much  more  satisfactory.  Patterns  and 
dimensions  should  first  be  made. 


HANDWORK  327 

Dishes.  Nutshells,  sea  shells,  acorn  cups,  leaves, 
gourds,  chips,  corn  husks,  pea  pods,  milkweed  pods, 
eggshells,  hollowed  out  apples,  potatoes,  squashes  are 
the  merest  suggestion  of  the  natural  dishes  suitable  to 
a  primitive  and  child  life  society. 

Modeling  clay  or  plasticine  are  the  most  satisfactory 
materials  for  dishes.  Many  dishes  and  utensils  can  be 
cut  freehand  in  outline  from  Manila  or  silver  paper, 
tin  foil,  bristol  board.  Children  at  nine  or  ten  can 
work  in  hammered  brass  and  bent  iron. 

Games.  Ringtoss.  Glue  a  small,  straight  stick,  as 
a  piece  of  a  broom  handle,  upright  to  a  flat  board  or 
disk.  Make  rings  of  several  sizes  from  willow  or  other 
flexible  branches,  tied  with  raffia  or  cord ;  or  use  em- 
broidery hoops,  or  rims  from  cheese  boxes,  hat  boxes, 
small  kegs.  Any  of  these  may  be  wound  with  raffia, 
strips  of  colored  cloth,  or  ribbon. 

Faba  Gaba.  Make  bean  bags  of  different  sizes. 
Make  a  frame  by  nailing  four  strips  together  and  nailing 
two  strips  across  this  square  to  divide  it  into  four  holes. 
This  may  be  varied  by  (a)  making  the  holes  of  uneven 
dimensions;  (b)  making  a  larger  frame  and  dividing 
into  six  or  nine  even  or  uneven  dimensions ;  (c)  making 
three  or  four  concentric  or  contiguous  circles. 

Grace  Hoops.  Make  hoops  as  for  ringtoss,  about 
twelve  inches  in  diameter.  Make  sticks  about  two 
feet  long,  half-inch  diameter,  of  straight  young 
branches,  old  toy  brooms,  old  curtain  rods;  or  buy 
them  at  the  carpenter  shop.  Rings  and  sticks  may 
be  wound  as  in  ringtoss. 

Colored  balls.  Crochet  covers  of  colored  string  or 
embroidery  silk  for  rubber  balls,  or  sew  segments  of 
colored  linen  or  silk  together  for  cover.  Select  care- 
fully a  series  of  true  prismatic  colors,  —  red,  orange, 
yellow,  green,  blue,  violet.  Attach  a  string  of  the 
braided  cord,  silk  or  fabric.  These  are  washable  and 
more  sanitary  than  the  worsted  balls. 


328  THE  MOTHERCRAFT  MANUAL 

Toys.  Mechanical  toys  that  children  make  themselves 
are  of  educational  value,  as  well  as  interest.  In  making 
their  own  mechanical  toys  the  children  learn  the  sig- 
nificance of  many  principles  in  physics,  and  are  able 
to  apply  these  in  a  variety  of  ways.  Some  children 
will  thus  discover  principles  for  themselves. 

Toy  theaters,  with  shifting  scenery  and  curtains  that 
can  be  pulled  back  or  rolled  up  and  down 

Toy  elevators  that  will  work  up  and  down  to  carry 
passengers 

Toy  pendulum  clocks  that  will  tick 

Toy  derricks  that  will  haul  up  a  load  of  sand,  coal,  or 
bricks,  and  empty  these 

Woodchoppers,  scissor-gi^inder  men,  acrobats,  black- 
smiths at  their  anvils,  bell  ringers,  carpenters,  laun- 
dresses, cooks,  housekeepers,  all  made  to  work  by  the 
manipulation  of  strings,  springs,  or  cleverly  balanced 
and  counterbalanced  weights,  shot  or  marble 

Toy  telephones,  electric  bells,  wireless  telegraph  sys- 
tems 

Automobiles  and  engines  that  will  go,  the  motor 
power  furnished  by  a  spring,  windlass,  or  tiny,  home- 
made electric  battery. 


CHAPTER  XIX 
MUSIC  AND  ART 

Rh3rthm  and  Musical  Sound.  Even  the  tiny  baby- 
responds  to  rhythm  and  to  melody.  Rhythm  brings 
"  a  cadence  to  the  soul  ",  to  use  G.  Stanley  Hall's 
phrase;  it  relaxes  and  soothes  both  mind  and  body; 
it  has  far-reaching  significance  as  a  spiritual  and  moral 
force.  Chanting  any  rhythmic  poem  or  jingles,  sing- 
ing, rhythmic  performing  of  physical  exercises,  are  the 
beginnings  of  music  as  a  rhythmic  art.  When  the 
noise-enjoying  age  arrives,  at  about  six  months,  a 
string  of  soft-toned,  musical  sleigh  bells,  or  later  in 
the  first  year,  at  the  pounding  stage,  a  tubephone,  will 
give  as  much  enjoyment  as  harsh  noises;  and  at  the 
same  time  these  are  cultivating  a  rudimentary  musical 
sense.  With  the  development  of  the  phonograph, 
good  music  can  be  had  even  in  households  where  no  one 
plays  a  musical  instrument.  A  baby  of  six  months 
will  notice  the  music,  and  most  children  from  a  year 
old  will  show  enjoyment  in  hearing  it.  It  is  less 
important  to  acquaint  little  children  with  well-known 
classics  —  which  are  easily  thus  worn  stale  —  than  it 
is  to  provide  good  types  of  melody,  harmony,  and 
rhythm,  —  music  that  is  sincere,  enduring,  normal. 
If  children  hear  much  of  such  music  from  the  great 
masters  and  their  disciples,  before  the  age  of  ten,  their 
tastes  may  be  permanently  influenced,  and  cheap, 
flashy,  sensational  music  will  fail  to  attract  them. 

As  rapidly  as  a  child  develops  motor  ability  to  use 
them,  musical  instruments  of  good  tone,  adapted  to 

329 


330  THE  MOTHERCRAFT  MANUAL 

his  size,  will  provide  him  with  enjoyable  toys  that  at 
the  same  time  cultivate  sense  of  good  musical  sound 
and  opportunity  for  musical  experimenting  and  self- 
expression.  A  stout  drum,  cymbals,  triangle,  a  tam- 
bourine, flute  (being  careful  of  its  use  by  only  one 
individual,  and  that  it  is  wiped  before  using)  are  in- 
expensive. Montessori  uses  musical  glasses  and  a 
series  of  bells  tuned  to  scale  and  sounded  by  striking 
them.  Kindergartners  make  wind  harps  by  stringing 
mandolin  or  other  cheap  strings  and  wires  on  a  wooden 
frame  made  in  the  workshop.  This  may  be  tuned  for 
chords  and  hung  where  the  wind  will  play  fairy  music 
upon  it. 

Every  little  child  loves  to  play  upon  the  piano.  The 
ordinary  toy  piano  is  a  jangle  of  noises  that  can  only 
pervert  the  child's  sense  of  musical  sound.  Good  toy 
pianos,  with  about  two  scales,  small  enough  for  the 
three-year-old  size,  can  be  purchased  for  a  moderate 
price  from  some  large  musical  stores.  If  circumstances 
will  at  all  permit  a  child  to  play  at  his  own  sweet  will 
and  in  his  own  way  upon  a  real  piano,  the  act  will  not 
only  yield  him  indescribable  bliss,  but  will  foster  im- 
measurably his  love  of  music,  and  provide  a  means  of 
musical  self-expression.  Few  people  expect  to  become 
great  artists  on  any  instrument.  Technique,  there- 
fore, is  of  minor  importance.  The  love  of  music,  the 
desire  to  find  expression  through  music,  is  the  important 
feature  to  cultivate,  leaving  technique  to  a  later  age, 
nearer  the  teens. 

The  hearing  of  singing  as  a  daily  experience  of  early 
childhood,  is  potent  for  imitation  and  for  good  humor. 
A  baby  who  hears  much  singing  or  humming  will, 
even  in  his  first  year,  attempt  to  hum,  and  in  his  second 
year,  make  up  little  snatches  of  song.  This  is  music 
as  it  should  be,  developing  out  of  the  daily  experience 
of  life,  illuminating  that  experience.  Froebel  urged 
his  teachers  to  encourage  this  spontaneous,  natural 


MUSIC  AND  ART  331 

singing,  and  to  set  the  example  by  their  own  sponta- 
neous singing  when  with  the  children.  In  progressive 
schools  of  to-day,  children  of  all  ages  are  encouraged  to 
compose  melodies  for  nursery  rhymes  or  little  poems 
that  they  know,  and  later  to  develop  harmonies.  Thus 
through  creation  the  child  develops  a  richer  self-ex- 
pression, and  if  he  is  interested  to  become  more  profi- 
cient, he  furnishes  his  own  incentive  for  the  drudgery 
of  acquiring  technique.  What  more  pathetic  situation 
than  that  of  a  child  compelled  to  "  practice  ",  whose 
soul  is  in  revolt,  and  who  every  moment  is  acquiring 
a  deeper  loathing  for  music? 

For  teaching  musical  notation,  there  is  a  pasteboard 
keyboard,  a  set  of  pasteboard  notes  of  different  time- 
length  and  a  special  blackboard  with  the  musical  lines 
on  which  the  notes  can  be  hung.  With  these  many 
games  can  be  played,  even  at  five  or  six  years  of  age 
with  some  children,  although  others  will  not  be  ready 
until  seven  or  eight. 

The  Crude  Tastes  of  Childhood.  Little  children,  like 
savages,  have  not  developed  fine  discriminations  in 
color.  This  is  largely  a  matter  of  education.  The 
little  child  shows  a  preference  for  vivid  color,  and  no 
sense  of  harmony  in  color.  His  color  sense  is  as  un- 
developed as  his  spoken  language,  and  needs  training, 
especially  through  good  examples,  for  its  refinement.  A 
glass  prism  hung  in  the  sunlight  will  give  him  pure 
spectrum  hues  while  delighting  even  his  baby  days.  It 
is  not  yet  known  with  certainty  at  what  age  children's 
eyes  are  sufficiently  developed  to  really  perceive  color, 
although  they  are  evidently  able  to  distinguish  degrees 
of  brightness  before  a  year  of  age,  and  show  a  prefer- 
ence for  red  or  yellow  objects  rather  than  gray.  They 
prefer  colored  pictures  to  black  and  white.  Kinder- 
garten supply  houses  now  furnish  large  colored  wooden 
beads,  to  be  strung  on  shoe  laces,  and  colored  papers  in 
graduated  series  of  hues,  and  large  colored  wax  crayons 


332  THE  MOTHERCRAFT  MANUAL 

the  size  of  a  marking  pencil.  The  Montessori  apparatus 
now  includes  a  set  of  flat  wooden  bobbins,  about  two 
by  three  inches  square,  painted  in  graduated  shades  of 
the  spectrum  colors,  which  the  children  at  four  and  five 
years  love  to  match  or  arrange  by  graduations  of  shade. 
A  box  of  water  colors  (primary  colors  only)  is  indispen- 
sable to  childhood. 

Art  Education.  Good  pictures,  well  colored,  with 
sufficient  vividness  to  interest  the  child,  abound  in  the 
magazines  and  the  shops.  The  classic  nursery  rhymes 
and  tales  have  been  illustrated  in  color  by  several  emi- 
nent artists,  and  copies  may  be  secured  through  any 
kindergarten  supply  house.  The  little  child  prefers 
pictures  of  animals,  children,  and  mothers  with  chil- 
dren, realistic  or  homelike.  He  is  rarely  interested  in 
still  life,  the  classic,  or  the  symbolic. 

The  ambitious  teacher  can  easily  overdo  the  matter 
of  taking  children  to  an  art  museum.  An  occasional 
trip,  between  five  and  nine  years  of  age,  will  do  no 
harm,  if  they  are  permitted  to  wander  at  their  will. 
It  starts  the  habit  of  going  to  a  museum.  Of  greater 
potency  for  aesthetic  training  is  the  beauty  and  har- 
mony of  the  child's  own  home,  and  especially  of  his 
own  room.  Here  inexpensive  but  beautiful  colored 
pictures  hung  low  enough  for  him  to  see  them  easily, 
and  charming  little  plaster  casts,  will  feed  his  mind  and 
his  soul,  as  does  the  daily  singing.  He  is  learning  that 
art  is  for  the  daily  life,  not  merely  for  unusual  places 
and  occasions  as  in  the  museum. 

At  five  or  six  years  of  age  children  may  begin  to  make 
scrapbooks  of  beautiful  and  charming  pictures  that 
they  find  in  magazines,  or  that  are  purchased  through 
the  kindergarten  or  art  stores.  Postcard  reproductions 
in  color  are  obtainable  of  many  famous  pictures,  both 
classic  and  nursery  subjects. 

In  art,  as  in  morals,  the  constructively  good  will  natu- 
rally crowd  out  the  crude,  the  vicious,  and  the  mediocre. 


MUSIC  AND  ART  333 

Children's  Drawings  and  Painting.  To  quote  from 
Doctor  G.  Stanley  Hall : 

Children  often  like  to  look  at  and  more  or  less  un- 
derstand pictures  early  in  the  second  year.  They  care 
most  for  those  that  have  a  story  connected  with  them, 
and  want  their  pictures  read.  Children  like  to  draw  illus- 
trations of  stories  and  concrete  things,  which  must  not 
betaken  away  from  them  in  order  that  they  may  be  pre- 
cociously taught  to  see  lines  only.  Instead,  therefore,  of 
current  methods,  the  thing  for  kindergarten  and  lower 
grades  to  draw  is  the  human  figure,  and  vastly  more  free- 
dom and  individuality  are  needed.  Geometrical  lines 
are  ghostly  and  wooden.  Things  in  motion  are  more 
interesting,  and  perhaps  Ruskin  is  right  in  saying  that 
the  child  should  be  limited  to  the  voluntary  practice  of 
art.  The  prevailing  methods  that  begin  with  mathe- 
matical forms,  cube,  cylinder,  etc.,  are  stultifying  and 
not  only  destroy  the  natural  zest  and  ability  to  draw, 
but  take  away  the  power  to  enjoy  art  and  to  under- 
stand nature,  geography,  history,  literature,  which  it 
is  one  object  of  art  to  inculcate. 

The  child  desires  to  draw  human  beings,  generally 
in  action.  Drawing  teachers  usually  demand  complete 
visual  control,  but  the  children  draw  lines  symbolizing 
the  direction  birds  fly,  draw  the  wind,  draw  a  zigzag  line 
representing  the  dance  a  person  is  engaged  in,  and 
even  gross  errors  are  repeated  after  correction  and 
explanation,  showing  how  dominant  muscle  habits 
are.  Young  children  draw  anything  with  abandon  and 
pleasure.  They  do  not  use  their  eyes  much,  no  matter 
how  difficult  the  theme,  but  draw  their  own  image  of 
it  with  about  as  good  success  as  if  there  were  no  model. 
Children  care  nothing  for  accuracy  here,  which  is  the 
ideal  of  the  methodists.  Their  order  below  ten  years 
of  age  is  the  human  figure,  then  animals,  plants,  or 
houses,  then  mechanical  inventions,  geometrical  de- 
signs and  ornaments.  Children's  work  is  essentially 
pictorial  and  not  decorative.  Thus  Ricci  declares  that 
art  as  such  to  children  is  unknown.  Froebel  is  wi'ong, 
therefore,  and  the  child  enters  the  educational  field  by 


334  THE  MOTHERCRAFT  MANUAL 

the  door  of  literature  rather  than  by  that  of  mathe- 
matics. 

Always  some  one  or,  at  most,  a  few  details  are  focused 
upon  and  magnified,  betraying  just  what  and  how  far 
the  child  has  observed  up  to  date.  If  we  only  had  a 
complete  collection  of  all  the  drawings  of  a  single  child 
with  proclivities  for  art  but  who  had  been  unrepressed 
by  criticism  or  derision,  we  should  find  its  very  soul 
in  each  developmental  stage  represented.  Too  early 
insistence  upon  technique  crushes.  Teachers  have  so 
long  put  form  above  content  that  they  little  suspect 
the  innate  power  and  love  of  children  for  this  kind  of 
work.  Above  all,  teaching  should  be  to  encourage  and 
not  to  repress  the  tendency  to  exaggerate  each  new 
trait,  and  should  have  regard  not  to  the  finished  prod- 
uct and  should  pay  little  attention  to  symmetry  or 
to  an  artistic  whole.  Uniformity,  too,  should  be  cast 
to  the  winds  and  the  teacher  should  encourage  the  deep 
instinctive  tendency  of  pupils  to  perfect  each  item  as 
it  looms  into  the  center  of  interest. 

From  several  hundred  drawings,  with  the  name 
given  them  by  the  child  written  by  the  teacher,  the 
chief  difference  inferred  is  in  concentration.  Some 
make  faint,  hasty  lines,  representing  all  the  furniture  of 
a  room,  or  sky  and  stars,  or  all  the  objects  they  can 
think  of,  while  others  concentrate  upon  a  single  object. 
It  is  a  girl  with  buttons,  a  house  with  a  keyhole  or 
steps,  a  man  with  a  pipe  or  heels  or  ring  made  gro- 
tesquely prominent.  The  development  of  observation 
and  sense  of  form  is  best  seen  in  the  pictures  of  men. 
The  earliest  and  simplest  representation  is  a  round 
head,  two  eyes,  and  legs.  Later  comes  mouth,  then 
nose,  then  hair,  then  ears.  Arms,  like  legs,  at  first, 
grow  directly  from  the  head,  rarely  from  the  legs,  and 
are  seldom  fingerless,  though  sometimes  it  is  doubtful 
whether  several  arms,  or  fingers,  from  head  and  legs 
without  arms,  are  meant.  Of  44  human  heads  only 
9  are  in  profile.  This  is  one  of  the  many  analogies  with 
the  rock  and  cave  drawings  of  primitive  man. 


MUSIC  AND  ART  335 

The  Sunday  Supplement.  Fortunate  the  child  who  is 
protected  from  the  encroachment  of  these  execrations. 
They  are  like  the  cheap  colored  candy  in  the  penny 
shops,  —  made  to  sell  to  those  of  undeveloped  sensibili- 
ties, and  further  dulling  those  sensibilities  to  better  life. 
The  ordinary  Sunday  Supplement  page  for  children  is  a 
clever  combination  of  all  the  crudities  that  children  en- 
joy— vivid  color,  crude  drawing,  bad  manners,  defiance 
of  authority,  clownish  humor.  Of  course  children  cry 
for  it,  as  they  do  for  drugs  that  have  dulled  their  nerves 
and  set  up  perverted  tastes.  If  it  is  kept  from  the  child 
until  his  teens,  and  meanwhile  his  taste  is  being  trained 
by  natural,  daily  means,  the  probabilities  are  that  he  will 
then  find  it  offensive ;  at  least  he  will  have  passed  the 
age  when  it  can  pervert  his  taste  and  ideals. 

The  clownish  humor,  the  crude  drawing,  the  humor  of 
the  unusual  position  and  unexpected  dilemma,  without 
the  bad  manners  and  other  unethical  conditions,  are 
furnished  in  abundance  in  the  drawings  of  Leslie 
Brooke,  Gelett  Burgess,  Peter  Newell,  in  TennieFs  illus- 
trations of  Alice's  Adventures,  in  Edward  Lear's  Non- 
sense Books,  to  mention  only  a  few.  Delicately  colored 
pictures,  which  adults  find  exquisite,  do  not  attract  the 
child,  but  in  this  day  there  are  abundant  treasures  of 
pictures  and  picture  books  with  colors  strong,  yet  not 
blatant.  In  this  respect  the  English  and  American  work 
is  in  the  main  preferable  to  French,  German,  Russian. 

Many  books  of  songs  for  little  children  are  published 
that  are  merely  mediocre,  or  ill-adapted  to  children 
because  not  based  on  a  knowledge  of  child  psychology 
and  the  range  of  the  child's  voice.  Some  children 
can  carry  a  tune  at  three  years,  others  not  until  six 
or  seven  years.  The  natural  range  of  the  child's 
voice  can  be  easily  tested  by  trying  it  out  with  the 
piano ;  it  will  usually  range  from  E  to  A  at  three  years 
and  from  middle  B  to  upper  D  at  six  years.  These 
physiological  limitations  indicate  that  songs  for  children 


336 


THE  MOTHERCRAFT  MANUAL 


to  sing  should  have  a  simple  melody,  within  this  range, 
and  should  be  short.  Children  like  simple  hymns, 
lullabies,  songs  about  animals,  nature,  play,  dolls,  and 
action  songs. 

If  a  child  is  thought  to  have  vocal  talent,  the  voice 
should  be  especially  protected  from  strain  and  misuse, 
and  intensive  training  postponed  until  late  in  the  teens 
when  the  voice  has  become  placed.  A  teacher  of  abil- 
ity should  be  engaged  for  the  first  training. 

All  children  should  be  trained  to  use  the  voice  intelli- 
gently, which  is  hygienically.  They  should  be  taught 
to  sing  softly  and  naturally,  and  never  allowed  to  sing 
harshly,  boisterously,  or  falsetto.  Screaming  and  shout- 
ing injure  the  voice,  especially  in  childhood,  while  the 
vocal  cords  are  developing.  By  a  little  careful  hygiene, 
the  example  of  musical,  well-modulated  voices  in  their 
elders,  and  the  selection  of  songs  within  their  range, 
American  children  might  develop  as  pleasant  voices  as 
are  found  in  some  of  the  countries  across  the  sea. 


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12 


From  Gutzmann  and  Paulsen. 


CHAPTER  XX 
HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY  ^ 

General  Principles.  Careful  hygiene  will  reduce 
illness  to  a  minimum.  Study  what  to  do  in  emer- 
gencies and  illness  before  these  appear,  in  order  to  be 
mentally  and  technically  prepared  to  act  promptly, 
with  confidence  and  poise,  when  need  arises.  Teach 
children  as  early  as  possible  how  to  spit,  gargle,  raise 
phlegm,  inhale.  Habits  of  obedience,  self-control,  and 
regularity  will  assist  in  recovery.  Under  any  cir- 
cumstances avoid  excitement;  keep  calm  and  self- 
possessed.  Use  firmness,  gentleness,  patience,  good 
cheer,  and  the  spirit  of  play  in  care  of  illness.  It  is 
wiser  to  call  the  doctor  at  first,  when  symptoms  of 
illness  appear,  than  to  incur  severe  sickness  and  greater 
cost  by  delay.  A  severely  sick  child  needs  a  trained 
nurse.  Children  have  less  resistance  than  adults, 
and  succumb  more  easily,  therefore  they  need  prompt, 
intelligent  treatment. 

Every  woman  who  has  the  care  of  a  little  child  should 
learn  the  following  from  the  physician  or  nurse :  use  of 
clinical  thermometer,  bedpan,  giving  of  enema,  massage, 
dressing  and  bathing  of  bed  patient,  bandaging,  first 
aid  in  serious  cuts,  fractures,  broken  limbs,  drowning. 
There  should  always  be  at  least  one  room  in  the  house 
with  washable  walls,  sunny  exposure,  and  without  car- 
pets, heavy  draperies  or  upholstered  furniture,  that  can 
be  used  for  an  isolation  sick  room  in  emergency. 

Symptoms  of  Illness  and  Their  Immediate  Care. 
When   several    symptoms    are  evident  at    once,   the 

^  See  Preface,  page  xiii. 
337 


338 


THE  MOTHERCRAFT  MANUAL 


matter  is  more  urgent.  It  is  usually  advisable  to 
have  the  doctor  call,  rather  than  to  expose  the  sick 
child  to  the  change  of  temperature,  dust,  excitement 
of  crowds,  or  danger  of  infecting  others.  In  severe 
injury,  secure  any  medical  assistance  in  quickest  way. 


Discharge  from  nose  C(?)^  1 
Discharge  from  eyes  with  in- 
flammation C(?)  1 
Swollen  lids,  inflamed,  yel- 
low discharge  0^3 
Sore  throat  C  2 
Pain  in  or  behind  ears  1 
Swollen  glands  in  neck  1 
Persistent  cough  C  (?)  1 
Persistent  lassitude  C  (?)  1 
Loss  of  appetite  1 
Loss  of  weight  1 
Severe  or  frequent  earache  2 
Headache  with  delirium  3 
Stupor  or  dullness  2 
Chills,     with     or     without 

fever  C  (?)  2 

Fever  with  languor,  loss  of 

appetite  C  (?)  2 

Nausea  with  fever  C  (?)  2 

Convulsions  3 

Eruptions  C  (?)  2 

Cramps  and  vomiting     C  (?)  3 
may  be  poisoning 


Persistent  pain  in  feet  or  legs 
Swelling  of  feet  and  legs 
Black,  or  bloody  stools 
Claylike  stools 
Constipation  (48  hours,  not 

yielding  to  home  care) 
Green  stools,  diarrhea 
White  vaginal  discharge 
Bleeding    from    mouth    or 

rectum 
Frequent  bleeding  from  nose 
Pain  at  urinating 
Retention     of     urine      (24 

hours) 
Injuries : 

Fall,  especially  of  young 
child 

Blow  on  head,  severe 

Deep  cut,  needing  stitches 

Deep  burn 

Excessive  bleeding 

Wound   of   rusty   instru- 
ment 

Bite  of  animal 


1  C(?)  =  Possibly  contagious ;  isolate. 

2  C  =  Contagious ;   child  should  be  isolated. 

1.    Notify  doctor.  2.    Call  doctor. 

3.    Get  doctor  immediately ;  urgent. 

When  a  child  shows  even  slight  symptoms  of  illness, 
isolate  and  keep  in  bed  for  a  day  in  a  well-ventilated 
room.  This  avoids  changes  of  temperature,  requires 
less  work  of  heart  and  nerves,  removes  pressure  upon 
spinal  nerves,  and  gives  the  body  better  opportunity  to 
combat  the  lowered  vital  condition. 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     339 


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342  THE  MOTHERCRAFT  MANUAL 

Communicable  diseases  may  be  conveyed  by  dis- 
charges, especially  from  nose  and  mouth,  and  in  breath ; 
also  in  vomitus,  discharges  from  eyes  and  ears,  feces, 
urine,  and  blood.  May  be  contagious  several  days  be- 
fore serious  s^onptoms  appear  in  acute  cases ;  and  may 
be  carried  in  throat  and  mouth  many  months  and  con- 
veyed by  persons  showing  no  symptoms. 

To  Prevent  Contagion.  (1)  Avoid  exposing  the  child 
to  any  one  who  has  a  contagious  disease.  (2)  Do  not 
take  young  children  (under  seven,  at  least)  into  crowds, 
busy  streets,  city  dust,  or  street  cars.  (3)  House- 
hold employees,  especially  child's  nurse,  cook,  kitchen 
employee,  or  laundress,  should  be  selected  with  regard 
to  their  health ;  a  thorough  health  examination  for 
the  child's  caretaker,  unless  personally  well  known  or 
professionally  trained,  is  the  only  safeguard.  (4)  No 
one  with  a  cold,  sore  throat  or  other  symptoms  of  con- 
tagious disease  should  be  with  a  young  child  or  pre- 
pare its  food.  (5)  Keep  special  handkerchiefs  for  each 
child  and  never  use  any  one  else's  for  it.  (6)  Teach 
scrupulous  individual  use  of  cups,  spoons,  forks,  wash 
cloths,  towels,  handkerchiefs,  whistles,  and  not  to  use 
wash  basin  for  brushing  teeth.  (7)  Avoid  pacifiers; 
wipe  toys  daily.  (8)  Clean  the  child's  finger  nails 
daily,  and  always  wash  his  hands  before  eating. 
(9)  Attendant  should  always  wash  hands  before  pre- 
paring food,  giving  medicine,  caring  for  eyes,  nose, 
mouth,  or  wounds ;  and  after  care  of  diapers,  toilet, 
wounds.  (10)  Milk  and  water  supply  should  be  care- 
fully guarded ;  unless  assured  pure,  milk  must  be  pas- 
teurized, water  boiled.  (11)  Avoid  cats  or  dogs  for 
young  children's  pets. 

Disease  germs  can  thrive  in  the  mucus,  in  some 
tissues,  or  in  the  blood.  They  may  enter  (1)  through 
the  nose,  (2)  the  mouth,  (3)  a  break  in  the  skin.  The 
sick  person  may  convey  them  (1)  from  the  mouth,  by 
coughing,  by  a  kiss,  or  on  cups,  spoons,  forks,  napkins, 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     343 

towels;  (2)  in  mucus  from  the  nose,  in  sneezing,  or 
on  handkerchiefs;  in  discharges  from  eyes  or  ears; 
(3)  in  cases  of  intestinal  infections,  from  intestinal 
discharges;  (4)  venereal  disease,  from  break  in  skin, 
from  open  sore,  from  suppurating  infected  eyes; 
(5)  from  discharge  of  boils;  (6)  scales  from  skin 
probably  only  in  smallpox  or  chicken-pox;  (7)  on 
fingers.  (8)  Germs  of  contagious  diseases  are  some- 
times carried  in  water,  ice,  milk,  or  dust.  (9)  Cats 
and  dogs  easily  carry  disease  germs. 

Contagious  diseases  are  always  dangerous,  causing 
a  large  harvest  of  deaths  and  leaving  lifelong  defects 
in  many  survivors.  It  is  not  necessary  that  children 
should  have  any  of  them.  Children  should  be  carefully 
protected  from  exposure  to  any  disease.  Good  hygiene 
raises  vitality  and  increases  the  white  blood  coi-puscles, 
which  are  the  special  protectors  against  disease  germs. 

If  a  child  has  been  exposed  to  dust  or  crowds,  or  if 
contagious  disease  is  prevalent,  give  a  nasal  douche 
and  gargle  with  normal  salt  solution,  4  %  boric  solution, 
or  diluted  listerine,  before  meals  and  at  night.  If 
exposed  to  disease,  also  disinfect  face,  neck,  hands, 
clothes,  shampoo  the  hair  with  tincture  green  soap, 
isolate,  notify  doctor ;  repeat  after  quarantine. 

Care  of  Illnesses  Prevalent  in  Childhood.  Anemia. 
Pallor,  languor,  loss  of  weight,  poor  appetite.  Give 
outdoor  life,  nutritious  diet,  cold  baths,  sun  baths. 
Needs  medical  examination  for  cause. 

Boils.  Indicate  low  resistance.  Applying  hot 
fomentations  wet  in  boric  solution  m.ay  prevent  com- 
ing to  head.  If  at  head,  apply  hot  fomentation  five 
minutes ;  lance  with  sterilized  needle.  After  removing 
contents,  apply  listerine,  witch  hazel  or  25  %  alcohol, 
on  sterile  gauze;  anoint  with  zinc  ointment,  and 
bandage  to  prevent  re-infection.  Poultices  are  un- 
sanitary. Pus  is  infectious;  prevent  its  touching 
skin,  bum  immediately,  and  sterilize  needle. 


344  THE  MOTHERCRAFT  MANUAL 

Chap.  Prevent  by  drying  face  and  hands  thor- 
oughly after  washing.  Apply  camphor  ice  or  cold 
cream  before  taking  outdoors,  and  at  bedtime.  Use 
com  meal  or  oatmeal  in  place  of  soap. 

Cold.  May  be  either  a  congestion  or  an  infection. 
In  any  case  isolate  and  treat  first  symptoms  at  once ; 
give  persistent  care  to  cure  quickly.  Colds  pave  the 
way  for  more  serious  infections.  Give  oil  laxative  for 
one  or  two  days.  Apply  few  drops  of  glycerine,  albo- 
lene,  or  liquid  vaseline  in  nose  every  two  hours  and  at 
bedtime.  Use  sterilized  medicine  dropper ;  warm  oil 
slightly  by  heating  in  dropper  over  boiling  water.  For 
children  over  one  year  use  nasal  oil  spray  or  nasal 
douche  with  physician's  prescription.  Give  hot  leg 
bath  or  hot  tub  bath,  wrapping  well  to  produce  slight 
perspiration ;  rub  with  25  %  alcohol  solution  few  hours 
later,  or  before  rising,  to  close  pores ;  keep  well  covered. 
Keep  in  bed  while  fever  continues.  If  in  head  and 
eyes,  apply  cold  cloth  wet  in  weak  boric  or  salt  solu- 
tion, over  eyes  and  nose,  changing  every  five  minutes, 
in  half -hour  periods.  Give  all  the  water  patient  will 
take,  at  hourly  intervals,  or  lemonade  for  children  over 
eighteen  months.  For  dry,  parched  mouth,  rinse  with 
weak  salt  water,  give  weak  lemonade,  or  cracker  to 
chew. 

If  accompanied  by  chills,  keep  in  warm  room,  (68°) 
well  ventilated.  If  without  chills,  and  when  fever  has 
subsided,  keep  outdoors,  well  protected,  but  not  dressed 
warm  enough  to  perspire.  If  in  chest,  apply  counter- 
irritant  (adapted  to  age)  to  chest  and  back.  If  not 
recovered  in  a  day  or  two,  notify  physician.  For  re- 
peated colds,  discover  cause,  improve  hygiene ;  increase 
resistance  by  cold  morning  bath,  at  least  to  chest  and 
back,  and  give  cod-liver  oil. 

Colic.  Give  no  food  during  the  attack.  Give  a  tea- 
spoon of  water  (96°  F.)  with  weak  peppermint  or  soda 
mint  dissolved  in  one  ounce  water;  repeat  every  five 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     345 

minutes.  Upright  position,  with  patting  on  back,  will 
relieve  gas  in  stomach.  For  gas  in  intestine,  massage 
gently,  beginning  at  lower  left  side,  and  working 
backward  along  length  of  colon,  always  pressing 
and  stroking  toward  end  of  colon.  If  constipated, 
or  attack  very  severe,  give  warm  enema  (110°  F.)  with 
soap  or  normal  salt  solution.  Apply  hot  fomentations, 
or  hot  stupe,  made  by  thoroughly  mixing  twenty  drops 
of  turpentine  in  one  pint  water,  to  abdomen ;  or  hot 
flannels  or  hot  water  bag,  to  abdomen,  buttocks,  and 
thighs.  Keep  feet  warm.  Change  fomentation  or 
stupe  every  ten  minutes.  When  relieved,  follow  with 
cool  hand  rub  (80°).  Constipation  in  nursing  mother 
will  cause  colic.  Baby  subject  to  colic  should  have 
two  or  three  daily  movements.  Give  less  at  feeding, 
with  longer  intervals,  slower  feeding. 

Constipation.  Prevent  and  treat  by  diet,  exercise, 
and  general  hygiene.  If  these  fail,  have  medical 
examination  for  possible  anatomical  defect  or  obstruc- 
tion. For  acute  attack,  give  mineral  oil,  increase 
water,  give  abdominal  exercises  at  intervals  during 
day,  gently  knead  abdomen,  working  along  line  of 
colon  from  right  to  left.  The  use  of  enemas  and  sup- 
positories relaxes  the  intestinal  wall,  and  induces  a 
chronic  condition.  Salts,  castor  oil,  cascara,  and 
other  drugs  overstimulate  intestinal  secretions,  irri- 
tate lining,  and  require  continued,  increasing  use. 
Calomel  may  remain  in  system  and  cause  serious  illness ; 
it  should  never  be  given  to  children.  If  necessary  to 
use  any  special  measures,  adapt  laxative  from  list 
(page  362).  For  chronic  cases  in  older  children,  apply 
cold  compress  around  abdomen  at  night  until  condition 
is  improved. 

Convulsions.  Give  leg  or  tub  bath  at  98°  F.  for  ten 
minutes;  mustard  may  be  added.  Be  very  careful 
that  water  is  not  too  hot.  Child  may  be  put  in  with 
clothing  on.     Put  cold  cloth  around  neck  and  on  head. 


346  THE  MOTHERCRAFT  MANUAL 

Give  prompt  laxative  and  an  emetic.  Keep  child  in 
bed  till  recovered  from  shock. 

Cramp  in  Intestines.     Treat  as  colic. 

Croup.  Apply  hot  fomentation  to  chest  for  ten  min- 
utes, followed  by  cold  compress.  Give  salt  water 
emetic  to  cause  vomiting  and  remove  phlegm,  if  breath- 
ing is  still  difficult.  If  necessary,  in  severe  case,  give 
half  teaspoon  of  syrup  of  ipecac  to  produce  vomiting ; 
apply  counter-irritant  to  chest  and  back.  Keep  child 
well  wrapped.  If  severe,  prepare  kettle  of  boiling 
water  so  child  can  inhale  steam.  Add  two  tablespoon- 
fuls  of  compound  tincture  of  benzoin,  creosote  or  oil 
eucalyptus,  or  teaspoon  of  vinegar  or  ammonia.  Use 
light  blanket  to  cover  kettle  and  head  of  child.  See 
that  kettle  is  not  near  enough  to  burn  face.  Be  careful 
that  child  does  not  choke,  and  that  clothing  is  not 
dampened.  Wrap  a  piece  of  rubber  sheeting  or  woolen 
blanket  about  shoulders,  and  remove  when  through 
steaming.  For  mild  cases,  or  when  child  is  relieved, 
place  saucer  with  tincture  of  benzoin  near  child's 
head,  where  fumes  will  be  inhaled.  Treat  as  for 
cold,  on  following  day,  with  counter-irritants,  and  use 
menthol,  oil  nasal  spray,  or  tincture  of  benzoin  for 
inhaling.  For  children  subject  to  repeated  attacks, 
provide  a  special  croup  kettle. 

Cough.  Ascertain  cause  from  physician  and  treat 
by  his  prescription.  Avoid  cough  syrups,  which  are 
dangerous  for  children.  Plain  honey,  figs,  fig  juice, 
are  soothing.  Use  menthol  inhaler.  Apply  salve  of 
menthol  and  vaseline  in  nose  at  night,  and  a  cold  com- 
press or  mild  counter-irritant  on  throat. 

Diarrhea.  Stop  regular  food.  Give  infants  barley 
water,  older  children  only  special  dietary.  Give 
prompt  laxative.  Keep  in  bed.  Call  doctor  promptly 
and  save  stools  for  his  inspection. 

Earache.  Symptoms  in  infant  include  crying,  and 
turning    head    from    side    to    side.    Apply    counter- 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     347 

irritant  behind  and  below  ears.  Place  few  drops  of 
lukewarm  phenol  and  olive  oil  mixture  in  ear,  on  ster- 
ilized cotton.  Apply  hot  flannel,  hot-water  bag,  or 
other  dry  heat. 

Eczema.  Apply  salve  or  lotion,  according  to  doctor's 
direction.  Avoid  water  or  vaseline  on  affected  places, 
as  these  are  irritating.  Keep  clean  with  olive  oil  or 
cold  cream.     Give  dietary  treatment. 

Eyes  Inflamed.  Bathe  hourly  with  2  %  boric  solution 
or  weak  salt  water.  For  cold  in  eyes,  also  apply  vase- 
line at  night  and  in  morning  to  lids,  avoiding  eyes. 

Headache.  Frequently  due  to  constipation,  indiges- 
tion, eye-strain,  excitement,  fatigue,  overheating. 
Ascertain  and  treat  cause.  Apply  cold  cloths,  chang- 
ing every  five  minutes,  or  hot  cloths,  changing  every 
ten  minutes,  or  alternate  hot  and  cold,  according  to 
wishes  of  patient,  to  forehead  and  back  of  neck. 
Apply  menthol  pencil  to  forehead  and  base  of  brain. 
Massage  back  of  neck,  with  strong  pressure  downward 
and  toward  sides.  Inhale  menthol,  mild  camphor, 
ammonia,  or  smelling  salts. 

Hiccough.  Due  to  indigestion  or  overeating.  Hold 
breath.  Sip  water  slowly  while  holding  breath. 
Give  small  lump  of  sugar.  If  severe  and  continued, 
induce  sneezing  or  give  emetic  to  remove  cause. 

Nausea.  Give  soda  mint  tablet  in  glass  of  hot 
water.  If  not  relieved,  give  emetic.  After  vomiting, 
give  glass  of  hot  or  cold  water  hourly,  mildly  salted  or 
with  soda  mint,  for  several  hours. 

Poisoning.  Keep  poisons  out  of  children's  reach. 
Nick  cork  of  bottles  containing  poison,  and  tie  red 
ribbon  around  neck.  Keep  list  of  common  poisons 
and  antidotes  posted  on  door  of  medicine  cabinet  for 
ready  reference. 

Prickly  Heat.  Due  to  overheating  from  too  much 
clothing  or  from  weather.  Reduce  quantity  of  cloth- 
ing.    Avoid  wool  next  the  skin.     Bathe  several  times 


348  THE  MOTHERCRAFT  MANUAL 

a  day  with  water  70°-80°  F.,  adding  one  teaspoon  bak- 
ing soda  to  a  quart  of  water.  Powder  affected  places 
lightly  with  starch  or  baby  powder  (page  47). 

Rheumatism.  Found  in  all  its  forms  in  childhood. 
If  chronic,  may  permanently  injure  heai't.  Give  mild 
laxative.  Keep  in  bed.  Apply  dry  heat  as  directed 
to  affected  parts.  Rub  with  alcohol  (25  %  solution), 
witch  hazel,  or  arnica.  Improve  diet,  reducing  purins 
and  increasing  alkali-forming  foods.  Electric  treat- 
ments may  be  beneficial. 

Sunburn.  Prevent  by  use  of  canopy,  sunshade,  or 
hat,  and  by  applying  cold  cream  before  taking  out  in 
sun  or  wind.  To  treat,  apply  cloths  wet  in  sweet 
cream,  cold  cream,  almond  lotion.  Avoid  use  of 
water  on  affected  parts. 

Fever.  Keep  in  bed.  Fever  is  not  a  disease  but  a 
sjnuptom  of  poison  in  system.  Reduce  temperature 
gradually.  Give  cool  sponge  (75°-80°  F.)  with  plain 
water,  weak  salt  solution,  or  25  %  alcohol  solution,  for 
ten  or  fifteen  minutes  every  hour.  Keep  cool  collar  of 
wet  cloth  around  neck,  or  on  head,  changing  every 
five  minutes.  In  severe  cases,  also  keep  icebag  at 
head,  hot-water  bag  at  feet.  Give  abundance  of  cold 
water,  cold  fruit  juice  with  little  or  no  sugar,  or  small 
quantity  of  ice  cream.  Keep  room  cool  (60°-65°  F.). 
There  is  no  danger  of  patient  taking  cold  while  tem- 
perature is  high,  but  special  precautions  must  be  taken, 
as  fever  diminishes,  to  prevent  chilling. 

Sore  Throat.  Dissolve  chlorate  of  potash  tablet  in 
half  pint  of  water,  and  give  spoonful  every  half  hour, 
holding  in  mouth  as  long  as  possible.  Gargle  and 
rinse  mouth  with  normal  salt  solution,  boric  acid,  or 
listerine,  without  swallowing.  For  mild  cases,  apply 
cold  compress  to  throat.  For  severe  attack,  use 
counter-irritant. 

Stomach.  Sour  stomach  or  heartburn.  Use  soda 
mint  tablet  or  saltspoon  of  baking  soda  in  glass  of  hot 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     349 

water.  For  stomach-ache  give  same  treatment,  and 
massage  by  deep  breathing  and  voluntary  pulUng  in 
and  pushing  out  abdominal  wall  by  muscular  effort ; 
use  mild  trunk-bending  and  twisting  exercises.  If  con- 
stipated, give  prompt  laxative. 

Toothache.  Apply  listerine  or  oil  of  cloves  or  winter- 
green  on  cotton  to  the  cavity,  and  dry  heat  or  counter- 
irritant  outside,  until  dentist  can  be  seen. 

Worms.  Indicated  by  disturbed  sleep,  grating  teeth 
in  sleep,  picking  at  nose,  poor  or  ravenous  appetite, 
irritation  at  rectum.  May  sometimes  be  visible  as 
fine  white  threads  in  stools.  Can  be  accurately  diag- 
nosed only  by  microscopic  examination.  Avoid  giv- 
ing medicine  except  on  doctor's  prescription.  Reduce 
candy  and  meat  in  diet. 

Injuries.  Practice  first  aid  until  prepared  to  act 
promptly  in  any  ordinary  emergency.  Call  physician 
in  all  but  mildest  cases,  to  ascertain  extent  of  injury, 
overcome  shock,  and  prevent  poisoning.  Disinfect 
hands  before  treating  any  wounds. 

Bruise,  Bump,  or  Sprain.  Apply  very  cold  or  very 
hot  water,  changing  at  proper  intervals.  Continue 
until  swelling  is  reduced. 

Burns.  Never  use  flour  or  cotton  on  burns.  Ex- 
clude air  and  prevent  infection  from  dirt  or  water. 
Burns  are  easily  infected  or  cause  shock.  For  burns 
by  dry  heat,  apply  vaseline,  baking  soda,  carron  oil, 
or  olive  oil,  and  wrap  in  sterilized  gauze  to  exclude  air. 
For  scalds,  apply  wet  cloths  of  cool  water  (sterilized 
if  possible),  with  baking  soda  or  boric  acid.  Exclude 
air  and  be  careful  not  to  break  blister.  Treat  blisters 
as  burns. 

If  clothing  is  afire,  smother  by  rolling  on  floor  or 
wrapping  in  heavy  coverings.  Prevent  fumes  and 
smoke  from  entering  lungs.  If  clothing  is  burned  to 
skin,  cut  around  it  and  soak  off  with  olive  oil.  For 
fire  in  room,  close  windows  and  doors,  and  attempt  to 


350  THE  MOTHERCRAFT  MANUAL 

smother  before  using  water.  To  go  through  smoke, 
put  wet  cloth  over  mouth  and  nose. 

Cuts  and  Scratches,  Hold  under  running  cool  water 
to  thoroughly  rinse  out  dirt.  Wash  with  disinfectant. 
Take  special  care  with  wounds  from  rusty  instruments. 
Scratches  may  then  be  painted  with  collodion,  cuts 
covered  with  court  plaster  (do  not  moisten  in  mouth) 
or  surgeon's  plaster. 

Fall  or  Shock.  Lay  flat.  Apply  cold  water  to  head, 
hot-water  bag  at  heart  and  to  feet.  Cover  warmly. 
Rub  arms  and  legs  toward  heart,  without  uncovering. 
Apply  mild  smelling  salts,  ammonia,  or  camphor  at 
nose.  Never  give  alcohol  without  doctor's  order. 
Hot  milk,  tea,  or  coffee  are  safe  stimulants. 

Foreign  Body  in  Ear,  Do  not  attempt  to  remove 
by  poking.  Put  in  few  drops  of  sweet  oil,  lay  head 
down  on  that  side,  till  doctor  comes. 

Foreign  Body  in  Nose.  Do  not  attempt  to  remove 
by  poking.  Let  child  blow  nose,  closing  opposite  nos- 
tril.    Call  doctor. 

Foreign  Body  in  Throat.  If  not  easily  removed 
with  finger,  hold  child  by  ankles,  head  downward,  and 
slap  on  back.  If  swallowed,  give  soft  bread  at  once 
but  do  not  give  laxative.    Remove  fishbone  with  fingers. 

Foreign  Body  in  Eye.  Do  not  rub.  Encourage 
crying.  Blow  nose.  If  visible,  remove  with  corner 
of  clean  handkerchief.  If  not  visible,  pull  upper 
lid  over  lower,  and  move  gently.  Wash  eyes  with 
boric  or  salt  solution.  For  injury,  apply  cold  cloths 
wet  in  boric  or  salt  solution. 

Slivers.  Remove  with  a  sterilized  needle,  wash  with 
antiseptic  and  bandage  with  zinc  ointment  or  paint 
with  collodion.  Never  use  a  pin.  If  very  difficult 
to  remove,  apply  hot  fomentations. 

Use  of  Water,  Heat,  and  Light.  Heat,  cold,  water 
and  light  are  effective  because  of  their  action  upon  the 
distribution  of  circulation,  rate  of  metabolism,  the  local 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     351 

and  reflex  nerves,  the  heart  action,  the  chemical  condi- 
tion of  the  blood.  Their  therapeutic  use  has  only  in 
recent  years  become  a  science.  Extensive  study  and 
experience  is  necessary  for  their  efficient  application. 
A  few  fundamental  principles  will  guide  in  their  or- 
dinary use,  but  only  a  physician  trained  in  hydro- 
therapy and  thermotherapy  can  give  directions  meeting 
every  factor  in  an  individual  case. 

Applications  affect  not  only  the  local  part  but  also 
the  parts  with  which  it  is  reflexly  connected.  The 
volume  of  blood  can  be  withdrawn  from  any  part  or 
to  any  part.  The  first  effect  of  hot  applications  is 
stimulating;  continued  for  more  than  ten  or  fifteen 
minutes  (after  the  surface  is  reddened)  is  depressing. 
Cold  is  first  depressing;  continued  slightly  is  stimu- 
lating, and  long  continued  becomes  depressing.  Alter- 
nate heat  and  cold  for  three  to  ten  minutes  is  the  most 
stimulating. 

Pain,  inflammation  or  increased  secretion  in  any  part 
usually  indicates  local  congestion  of  blood  which  needs 
to  be  withdrawn.  Congestion  in  the  head,  indicated 
by  headache  or  cold ;  or  in  the  chest,  indicated  by 
chest  cold ;  or  in  the  abdomen  or  pelvic  organs,  can 
be  reduced  either  by  a  general  distribution  of  blood 
to  the  surface  or  by  withdrawing  the  supply  to  the  legs 
and  feet.  A  hot  bath  or  pack  draws  the  supply  to  the 
surface ;  a  hot  leg  bath  or  pack  draws  it  to  these  ex- 
tremities. The  cool  sponge  following  the  hot  water 
keeps  the  blood  in  these  parts,  besides  reducing  the 
temperature  of  the  superheated  sui'face  and  toning  up 
the  skin.  Hot  fomentations  draw  the  circulation  to 
the  surface,  away  from  the  congested  internal  parts 
directly  beneath  or  reflexly  connected.  Thus,  heat 
applied  to  the  forehead  and  base  of  brain  reduces  head 
congestion ;  or  as  fever  is  usually  present,  cold  (50°  F.) 
will  have  the  same  effect  and  at  the  same  time  reduce 
the  temperature,  while  a  hot-water  bag  at  the  feet  will 


352  THE  MOTHERCRAFT   MANUAL 

maintain  the  temperature  if  the  fever  is  mild  or  ab- 
sent. Congestion  in  the  abdomen  or  pelvic  organs  is 
relieved  by  local  applications  of  heat  to  these  parts 
and  to  their  reflex  areas  —  the  buttocks,  thighs,  feet 
and  hands. 

In  using  heat  or  cold,  the  application  must  be  changed 
whenever  its  temperature  approaches  that  of  the  body. 
Local  hot  applications  may  be  continued  until  the  sur- 
face is  reddened  —  from  five  to  twenty  minutes.  The 
surface  is  then  sponged  quickly  with  water,  or  25  % 
alcohol,  at  70°-80°  F.,  to  prevent  superheating  of  tissues. 
Cold  general  sponging  in  fever  may  be  continued  ten 
or  fifteen  minutes,  one  part  sponged  and  dried  at  a 
time,  patient  covered  with  a  light  blanket;  and  re- 
peated every  hour.  Local  cold,  as  icebags  or  cold 
cloths,  may  be  continued  half  an  hour,  and  repeated  at 
haK  hourly  intervals.  A  cold  compress  is  a  mild 
counter-irritant.  Water  reaches  tissues  below  the 
surface,  and  for  deep-seated  disorders  is  therefore  more 
effective  than  dry  applications,  when  practicable.  Care 
must  be  taken  to  protect  hair,  clothing  and  bedding 
from  dampness,  by  use  of  rubber  cloth  or  oiled  silk. 
For  young  children,  temperatures  must  be  less  severe 
and  changes  more  gradual  than  with  adults.  The  nurse 
should  test  the  heat  of  applications  by  applying  to  her 
own  face. 

Hot  Tub  Bath.  For  chills,  convulsions,  incipient 
cold,  general  depression  without  fever.  If  patient  is 
constipated  or  had  no  movement  in  preceding  twelve 
hours,  precede  by  enema,  as  hot  water  increases  absorp- 
tion from  intestinal  tract.  Give  in  warm  room  (70°  F.), 
at  100°  F.,  or  higher  for  children  over  four  years.  One 
tablespoon  mustard  (in  cheesecloth  bag)  per  gallon  of 
water  increases  effect.  Wrap  cold  cloth  around  neck, 
and  protect  hair.  Continue  five  to  ten  minutes,  until 
skin  is  red,  adding  hot  water  carefully  to  slightly  raise 
temperature.     Give   quick  hand   rub   with   water  at 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     353 

80°  F.  unless  sweating  is  desired.  Dry  quickly,  wrap 
and  cover  warmly.  Giving  water  to  drink  will  increase 
perspiration.     After  perspiring,  rub  with  25  %  alcohol. 

Hot  Leg  Bath.  For  intestinal  pain,  headache,  incip- 
ient cold,  cold  feet,  convulsions.  Conditions  and 
temperatures  as  for  tub  bath.  Keep  patient  well 
covered.  Can  be  given  with  patient  lying  in  bed,  water 
in  bucket  on  chair  at  side  of  bed.  Rinse  with  luke- 
warm water,  put  on  stockings,  and  keep  hot-water  bag 
at  feet. 

Hot  Fomentations,  To  relieve  local  pain  and  con- 
gestion. Apply  one  or  two  thicknesses  of  flannel  to 
place ;  lay  on  this  a  double  flannel  wrung  out  of  boiling 
water,  and  cover  with  dry  flannel  and  waterproof. 
Be  careful  that  it  is  not  too  hot  at  first.  In  changing, 
prevent  air  striking  part.  Change  every  three  minutes, 
and  continue  twelve  minutes.  Sponge  quickly  with 
water  70°-80°  F. 

Warm  Tub  Bath  (90°-93°F.).  For  nervousness  and 
irritability.  May  continue,  maintaining  temperature, 
for  half  an  hour. 

Dry  Heat.  For  chills,  neuralgia,  rheumatic  pain, 
earache.  Use  thermophore,  hot-water  bottle,  hot 
flannel,  salt,  bran,  hops,  soapstone,  flatiron  wrapped  in 
flannel,  or  Japanese  handstove.  In  using  hot-water 
bag,  be  careful  it  is  not  too  hot ;  wrap  in  flannel,  and 
watch  for  leakage.  Water  should  be  below  boiling  or 
rubber  will  be  damaged.  Press  out  air  before  putting 
in  stopper.  Remove  when  cool.  If  electric  pad  is 
used,  turn  off  current  when  hot.  Continue  dry  heat 
for  half  hour  periods ;  sponge  quickly  with  water  80°  F. ; 
repeat  at  half  hour  intervals  if  necessary. 

Ldght.  Light  rays  penetrate  about  two  inches  below 
the  surface,  and  therefore  continue  the  therapeutic 
effects  of  heat  to  the  deeper  tissues.  Systematic  sun 
baths  may  be  given.  Carbon  electric  light  gives  the 
same  effect ;  it  cannot  be  used  to  advantage,  however. 


354  THE   MOTHERCRAFT  MANUAL 

with  children  under  four  or  five  years.  For  pain  in 
chest,  sore  throat,  abdominal  pain,  may  be  used  instead 
of  hot  water  or  dry  heat.  Concentrate  the  light  and 
protect  the  skin  from  contact  with  bulb  by  a  cone  made 
of  white  paper.  For  earache,  use  the  smallest  size  bulb. 
Apply  for  fifteen  or  twenty  minutes,  until  redness  is 
induced,  then  give  quick  cool  sponge.  May  be  re- 
peated several  times  during  day. 

Cold  Bath,  Tub  or  Sponge.  For  fever.  Cool  as 
patient  can  react  from,  beginning  at  85°  and  working 
lower.  Give  several  times  during  day,  continuing  ten 
to  fifteen  minutes.     Add  25  %  alcohol  for  severe  cases. 

Cold  Compress.  Useful  as  counter-irritant  and 
stimulant  in  sore  throat,  cough,  croup,  cold  in  chest, 
constipation.  Wring  cloth  out  of  cold  water  (50°) ; 
wrap  on  part ;  cover  with  flannel  and  with  oiled  silk  or 
rubber  sheeting.  Leave  on  overnight.  For  greater 
effect,  may  be  preceded  by  hot  fomentation.  For 
throat,  apply  from  ear  to  ear,  bring  up  behind  ears  and 
hold  in  place  by  tapes  over  head. 

Cold  Cloths  for  Local  Congestion  in  Head  or  Back. 
Apply  to  temples,  throat,  base  of  brain,  and  to  spine. 
Change  every  ten  minutes,  or  sooner  if  warm.  For 
severe  congestion  and  pain,  alternate  hot  and  cold 
cloths,  changing  as  soon  as  warm. 

Feeding  in  Illness.  The  food  is  a  great  factor  in 
recovery  from  illness,  and  should  be  regulated  with 
much  care.  Do  not  urge  eating.  Sick  animals  refrain 
from  eating,  or  seek  grass  or  special  herbs.  Less  food 
is  needed  when  patient  is  in  bed,  except  in  wasting 
diseases.  In  any  illness  give  simple,  easily  digested 
food,  requiring  minimum  of  chewing,  providing  much 
nourishment  with  minimum  of  effort  for  patient.  In 
disease,  provide  anti-toxic  diet,  highly  alkaline,  with 
little  or  no  purins,  laxative  (except  in  intestinal  dis- 
orders), dainty,  small  servings,  served  hot,  with  variety 
from  day  to  day.     Note  all  symptoms  and  fit  dietary 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     355 

to  all  conditions  present.  It  is  an  error  to  stuff  a 
cold,  but  rather  it  should  be  starved.  Beef  tea  and 
meat  broths  contain  very  little  nourishment,  but  harm- 
ful extractives ;  their  stimulation  is  in  part  from  ex- 
tractives, in  part  from  the  salt  and  heat.  Hot  milk, 
toast-water  with  butter,  clear  vegetable  broths,  pro- 
vide the  stimulation,  with  a  higher  percentage  of 
nourishment  and  minerals,  and  with  none  of  the  dis- 
advantages of  meat  broths. 

Colds.  Reduce  food  almost  entirely  for  one  or  two 
days.  Follow  general  diet  for  illness,  or  as  for  constipa- 
tion. 

Constipation.  (See  page  171.)  Increase  oils,  fruits, 
and  fruit  juice,  especially  on  rising  and  at  bedtime. 
Oatmeal  is  laxative  to  some  children,  constipating  to 
others.  Figs,  prunes,  and  seedless  dates  may  be  cooked 
together  or  made  into  a  paste.  Pecan  nuts,  ground 
for  children  under  five,  may  be  used  for  sandwiches  or 
with  fig  paste.  Use  olive  oil  and  lemon  juice  for  salad. 
Serve  eggs  raw.     Avoid  foods  prescribed  for  diarrhea. 

Diarrhea.  Flour  browned  in  oven  lightly,  then  made 
into  gruel,  cooking  twenty  minutes ;  season  with  salt. 
Milk  boiled,  bread  toasted ;  cornstarch  pudding,  black- 
berry juice,  gelatine,  buttermilk  made  with  yogurt 
tablets;  especially  avoid  purins,  cellulose,  raw  milk, 
raw  eggs,  as  well  as  laxative  foods. 

Fever.  Moot  question  whether  diet  should  be 
limited  or  increased.  Reduce  proteins,  omit  purins; 
provide  salads,  highly  alkaline  foods,  as  celery,  spinach, 
baked  potato,  cantaloupe ;  allow  gelatine,  fruit  juices, 
strained  vegetable  purees,  pure  ice  cream,  sherbets, 
yogurt  buttermilk,  whey,  toast-water. 

Sore  Throat.  Infection  or  from  operation.  Soft, 
soothing,  healing  food.  Gelatine,  honey,  dipped  or 
milk  toast,  fig  paste,  date  butter,  jellies,  raw  beaten  egg, 
egg  and  milk,  blanc  mange,  pure  ice  cream.  Avoid  hard, 
strongly  acid  foods,  or  those  requiring  any  chewing. 


356  THE  MOTHERCRAFT  MANUAL 

Wasting  Diseases.  Increase  diet  to  patient's  capac- 
ity, especially  milk,  eggs,  spinach,  salads,  fruits,  butter, 
olive  oil. 

The  Sick  Room.  Furnishing,  care,  and  cleaning 
should  be  as  for  nursery.  For  a  contagious  disease, 
disinfect  room  before  and  after  patient  uses.  Attend- 
ant should  wear  cotton  dress.  Street  clothes  should 
not  be  allowed  in  sick  room.  Discretion  should  be 
used  regai'ding  visitors ;  no  one  should  enter  in  case  of 
contagion.  Use  separate  bed  linen  and  clothing  for 
night  and  day.  Turn  pillows  frequently  and  change 
position  of  patient.  Use  ring  of  cotton  cloth  to  lift 
head  and  prevent  bedsores.  Reduce  room  temperature 
by  hanging  up  wet  sheets.  Open  dishes  of  chloride  of 
lime  will  absorb  dampness.  Charcoal,  occasionally 
changed,  will  absorb  odors.  Keep  all  medicines, 
glasses,  and  food  covered,  room  orderly  and  well 
ventilated.  In  contagious  diseases,  attendant  should 
disinfect  hands,  gargle  and  rinse  mouth  with  antiseptic 
before  eating ;  and  before  leaving  the  room,  wash  face 
and  hands  with  weak  bichloride  solution  and  remove 
dress,  cap,  and  shoes ;  a  cap  should  cover  the  hair. 

Bathing  and  Dressing.  The  sick  child  should  usually 
have  a  bath  twice  a  day,  temperature  and  method  de- 
pending upon  his  condition.  This  removal  of  waste 
will  add  to  his  comfort  and  hasten  recovery.  A  sponge 
bath  is  less  fatiguing  than  the  tub.  A  salt  bath  (one 
third  cup  per  gallon  of  water)  is  a  tonic.  It  should  not 
be  used  if  the  skin  is  irritated.  Bran,  starch,  or  soda 
baths  relieve  chafing,  inflamed  skin,  prickly  heat,  im- 
tation  in  eruptive  diseases.  To  one  gallon  water  use 
half  a  cup  of  clean  bran,  tied  in  cheesecloth  and  pre- 
viously soaked ;  or  a  cup  of  ordinary  raw  laundry 
starch,  or  a  tablespoon  of  baking  soda.  Alcohol 
bath,  using  one  fourth  alcohol,  is  cooling  and  hardening. 
Pure  alcohol  reduces  heat  too  rapidly.  Oil  rub  with 
cocoa  butter,  or  olive  oil  may  be  used  for  cleansing  in 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     357 

cold  weather,  for  emaciation,  or  after  bath  in  erup- 
tive diseases. 

Rinse  mouth  and  clean  teeth  after  each  feeding, 
using  boric  solution,  weak  soda  water,  mild  listerine 
or  1  %  menthol  solution.  Disinfect  brush  in  70  %  al- 
cohol after  using.  In  contagious  diseases,  or  great 
weakness,  use  a  mouth  swab,  and  clean  teeth  with 
antispetic  gauze  on  toothpick,  instead  of  with  brush. 

Maternal  Nursing  and  Hygiene.  Constipation.  Pur- 
gatives are  never  to  be  used,  and  enemas  employed  only 
as  a  last  resort.  If  diet  and  exercise  fail,  cascara 
sagrada  or  compound  licorice  powder  may  be  used. 

Heartburn.  (Acidity  of  the  stomach.)  Sometimes 
develops.  It  may  be  prevented  by  avoiding  nervous- 
ness, by  taking  less  fat  at  meals,  and  drinking  a  glass 
of  rich  milk  half  an  hour  before  mealtime ;  if  it  develops 
after  a  meal,  a  soda  mint  tablet  or  a  quarter  of  a 
teaspoonful  of  soda  bicarbonate  will  relieve  it.  The 
nausea  sometimes  present  in  the  first  four  months  is 
probably  due  to  auto-intoxication  from  lack  of  elimina- 
tion of  toxins.  Preventive  measm'es  include  careful 
attention  to  diet,  daily  baths,  and  exercise.  If  it 
occurs,  a  cup  of  hot  water  slightly  salted,  or  a  piece  of 
dry,  hard  toast  taken  before  rising,  will  usually  over- 
come it.  Peppermint,  acid  from  grape  fruit,  salty  food, 
whole  cloves  held  in  the  mouth,  or  a  cold  cloth  laid 
over  the  abdomen,  are  relief  measures.  It  is  rarely 
present  in  the  last  four  months. 

Varicose  Veins.  May  be  prevented  by  avoiding 
fatigue,  long  standing,  and  by  lying  down  several  times 
a  day,  especially  after  meals,  for  a  quarter  hour,  with 
feet  elevated  higher  than  hips.  Tight  bandaging  or 
elastic  stockings  must  be  used,  if  veins  become  varicose ; 
in  severe  cases,  rest  in  bed  is  necessary. 

Hemorrhoids.  May  be  prevented  by  avoiding  con- 
stipation, heavy  exercise,  overfatigue,  and  by  lying 
down  a   few   minutes   after  a  movement.     May  be 


358  THE  MOTHERCRAFT  MANUAL 

corrected  by  local  applications,  either  of  cold  or  hot 
cloths. 

Pruritus.  Local  applications  of  lukewarm  bran 
water  several  times  a  day,  followed  by  dusting  powder 
made  by  combining  one  teaspoon  salicylic  acid  with 
one  cup  cornstarch,  will  relieve  itching. . 

Hemorrhage.  Patient  should  be  put  to  bed,  hips 
and  legs  elevated,  with  local  applications  of  cold  cloths 
or  styptic  cotton.  Doctor  should  be  called  imme- 
diately. 

Urine.  Decrease  in  quantity  (less  than  one  quart 
a  day),  high  color,  odor,  or  sediment,  should  be  reported 
at  once  to  physician. 

Abdomen.  After  fourth  month  anoint  daily  with 
cocoa  butter  or  vaseline  to  give  elasticity  to  skin. 

Breasts.  During  last  two  months  wash  morning  and 
evening  with  soap  and  warm  water,  drying  thoroughly. 
Anoint  at  night  with  cocoa  butter,  gently  draw  out 
nipple.     In  the  morning  apply  25  %  alcohol. 

Teeth.  Rinse  mouth  after  each  meal  and  at  bedtime 
with  milk  of  magnesia  or  weak  sodium  bicarbonate 
solution,  to  neutralize  acids. 

Childbirth.  Primitive  women  have  only  slight  dis- 
comfort, because  of  natural  outdoor  living  and  unre- 
stricting  clothing.  Minimum  of  pain  requires  well- 
developed  pelvis,  normal  position  of  organs,  strong 
abdominal  muscles,  previous  good  hygiene,  moderate- 
sized  baby,  with  normal  presentation.  Narrow,  ill- 
shaped  pelvis  may  be  caused  by  rickets,  tight 
binders  or  diapers  in  infancy,  or  to  indoor  life,  long 
sitting,  and  tight  clothing  in  girlhood,  especially  from 
twelve  to  sixteen  years.  Abnormal  position  of  organs 
or  of  infant  may  be  caused  by  tight  clothing,  heavy 
clothing  supported  from  the  waist,  incorrect  posture, 
long  hours  of  standing  during  girlhood  or  womanhood. 
Weak  abdominal  muscles  are  due  to  corsets  and  lack 
of  exercise.     Hygiene  includes  regularity  and  rest  at 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     359 

periods,  freedom  from  excitation  of  the  pelvic  organs 
during  pregnancy  and  lactation,  an  interval  of  two  or 
three  years  between  births,  and  a  condition  of  reserve 
vitality  at  the  beginning  of  maternity.  An  overweight 
baby  is  produced  by  overfeeding  and  lack  of  exercise 
during  pregnancy.  Abnormal  presentation  may  be 
corrected  by  skilful  medical  care  during  pregnancy. 
Osteopathic  treatment  during  pregnancy,  by  a  skilful 
practitioner,  may  improve  muscle  tone. 

The  physician  should  be  selected  with  special  care, 
either  a  specialist  or  a  general  practitioner  with  an 
extensive  successful  obstetrical  practice ;  and  the  nurse 
likewise.  The  physician  should  be  consulted  and  the 
urine  examined  once  a  month  until  the  last  two  months, 
then  fortnightly.  This  is  necessary  to  prevent  toxe- 
mias, correct  any  abnormal  position,  and  prepare  for 
any  possible  complications.  Absolute  surgical  clean- 
liness by  physician  and  attendants  is  of  the  greatest 
importance  at  birth  and  during  confinement.  Silver 
nitrate  solution  for  the  baby's  eyes  should  not  be  neg- 
lected. If  there  are  no  probabilities  of  complications, 
if  the  local  physician  is  competent  and  can  be  readily 
reached,  and  if  the  hom.e  can  provide  sterile  conditions, 
strong  artificial  light  and  quiet,  the  home  is  preferable  for 
confinement;  otherwise  the  hospital  is  better.  Mid- 
wives,  unless  from  accredited  foreign  training  schools, 
with  local  licenses,  and  of  scrupulous  cleanliness,  are 
a  dangerous  investment;  a  competent  physician  is 
preferable.  With  prenatal  medical  care,  an  experienced 
physician,  and  aseptic  care  during  confinement,  it  is 
a  very  safe  experience.  Thoroughly  satisfactory  an- 
esthetics have  not  yet  been  discovered.  With  atten- 
tion to  hygiene  from  infancy,  natural  means  will  mini- 
mize pain. 

Diet  should  be  light  during  the  first  few  days.  Over- 
feeding may  cause  constipation  and  poor  milk.  Rest 
in  bed  for  two  weeks,  and  quiet  life,  with  only  light 


360  THE   MOTHERCRAFT  MANUAL 

exercise,  and  chiefly  out-of-doors,  for  the  succeeding 
month,  is  necessary  for  complete  recovery  of  the  pelvic 
organs.  A  few  weeks'  care  and  quiet  at  this  time,  even 
though  the  mother  feels  strong,  may  prevent  months  or 
years  of  invalidism.  The  physician  should  make  exam- 
inations of  both  mother  and  baby  four  weeks  and  six 
weeks  after  birth. 

Nursing.  The  baby  should  be  put  to  the  breast 
six  to  twelve  hours  after  birth,  when  the  mother  has 
rested,  and  every  six  hours  for  two  days;  thereafter, 
according  to  schedule.  This  should  be  persisted  in 
for  ten  days,  at  least,  the  milk  sometimes  not  coming 
for  a  week.  This  is  as  important  for  the  recovery  of 
the  pelvic  organs  of  the  mother  as  for  the  nourishment 
of  the  baby.  The  baby  should  be  given  water  between 
the  feedings,  but  no  food,  unless  on  the  doctor's  order. 

If  the  baby  is  unable  to  take  the  breast,  through 
weakness  or  some  malformation  of  the  mouth,  the  milk 
should  be  drawn  out  with  disinfected  fingers  or  breast 
pump  into  a  sterilized  glass,  and  fed  through  a  sterilized 
medicine  dropper,  or  after  two  months,  with  a  spoon. 

If  the  nipples  become  sore  or  cracked,  a  glass  breast 
shield  with  rubber  nipple  should  be  used.  This  is  to  be 
boiled  for  five  minutes  after  using,  and  kept  in  saturated 
boric  solution  until  needed.  If  the  breasts  are  heavy, 
congested,  or  tender,  a  knitted  breast  binder  should  be 
worn,  the  breasts  massaged  from  base  toward  the 
center  for  ten  minutes  between  nursings.  If  they  be- 
come caked,  hot  fomentations  should  also  be  applied 
for  fifteen  minutes  before  massaging  or  nursing. 

Administering  Medicine.  Use  as  little  medicine  as 
possible.  When  prescribed,  give  exactly  according  to 
directions.  Wipe  mouth  of  bottle  and  examine  label 
carefully,  before  and  after  pouring.  Use  clean  spoon 
and  disinfect  after  using.  Remove  cork  with  fingers, 
not  with  teeth.  Avoid  getting  irritating  substances  into 
eyes  or  on   tender,  broken  skin.     Make  a  game  of 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     361 


administering  medicine  and  keep  the  child  amiable,  if 
possible.  When  necessary,  hold  nose,  and  put  spoon 
back  on  base  of  tongue,  to  administer. 

The   Nursery   Apothecary  Chest.     A   few  essentials 
should  be  kept  at  hand  in  a  cabinet,  protected  from  dust. 


2-ounce  bottle  each 
liquid  vaseline 
liquid  albolene 
glycerine 
carron  oU 
turpentine 
camphor 
oil  eucalyptus 
oil  wintergreen 
castor  oil 
tincture   green 

soap 
carbolic  5% 
listerine 


1-ounce  bottle  each : 
peppermint 
olive  oil  with  3% 

phenol 
syrup  ipecac 
soda  mint  tablets 
chlorate     potash 

tablets 
collodion 


5-pound  each : 
mustard 

sodium   bicarbon- 
ate 
boracic  acid 


pint  bottle  each : 
grain  alcohol 
olive  oil 

compound      tinc- 
ture benzoin 
witch  hazel 


milk  of  magnesia 
mineral  oil 


Tube  or  box : 
zinc  ointment 
anagelsic  balm 
vaseline 
cocoa  butter 
Apparatus : 
medicine  dropper,  sterilized,  kept  in  sterilized  jar 
clinical  thermometer 
menthol  inhaler 
nasal  spray ;  nasal  douche 
thermophore  or  hot-water  bag 
bulb  syringe 
court  plaster ;  surgeon's  plaster,  small  size ;  antiseptic 

gauze,   small   size 
antiseptic  cotton;  styptic  cotton 
sterilized    bandages;     18-inch  flannel  squares;    oiled 

silk,  paper  napkins 
safety  pins,  needles,  tooth  picks,  handbrush,  scissors 


In  case  of  infectious  disease,  lysol,  creolin,  or  fresh 
chloride  of  lime  will  be  needed. 

Emetics.  Mild:  lukewarm  water  with  teaspoon 
salt.  Stronger:  tablespoon  salt  or  teaspoon  mustard 
in  glass  lukewarm  water.  Severe :  10  to  20  drops  syrup 
ipecac  (fresh). 


362  THE  MOTHERCRAFT  MANUAL 

Laxatives.  Mild:  mineral  oil,  milk  of  magnesia, 
olive  oil ;  one  teaspoon  for  babies,  tablespoon  at  six 
years.  For  emergency,  castor  oil,  preferably  in  cap- 
sule, or  between  layers  of  orange  or  grape  juice.  For 
immediate  action,  citrate  of  magnesia.  For  older  chil- 
dren or  adults,  compound  licorice  powder  may  be  used. 
Laxative  oils  should  be  given  between  meals;  nutri- 
tive oils  shortly  after  meals. 

Antiseptics.  These  hinder  development  of  germs. 
For  internal  use  and  on  eyes,  normal  salt  solution  (1 
teaspoon  salt  to  1  pint  water),  2  %  boric  solution 
(1  teaspoon  to  quart  water),  listerine  50  %.  For  ex- 
ternal use,  saturated  boric  solution  (1  teaspoon  to  pint 
water)  listerine,  70  %  alcohol,  witch  hazel.  Peroxide  is 
uncertain.  Use  tincture  of  green  soap  in  warm  water 
for  washing  infected  tissues.  Use  boiled  or  distilled 
water  in  making  solutions.     Put  in  sterilized  bottles. 

Disinfecting.  Hands:  scrub  with  hot  water  and 
tincture  of  green  soap  or  lysol,  clean  and  trim  finger 
nails;  for  surgical  cleanliness,  scrub  through  several 
waters,  soak  one  minute  in  70  %  alcohol,  and  dry  on 
sterilized  towel.  Linen  from  infectious  patient :  soak 
in  solution  of  ^  ounce  creolin  to  two  gallons  water  for 
twelve  hours  before  removing  to  laundry ;  boil  at  once. 
Dishes  from  infectious  patient :  burn  food ;  put  into 
covered  kettle  with  soap  powder;  immediately  boil 
twenty  minutes ;  or  keep  in  patient's  room ;  or  use 
papier-mache  and  burn.  Excreta  from  infectious 
patient  (urine,  stools,  vomitus) :  put  with  equal  volume 
of  a  solution  made  of  equal  parts  saturated  solution  of 
chloride  of  lime  and  2  %  solution  acetic  acid  or  vinegar ; 
let  stand  quarter  hour  before  disposing.  Use  tissue 
napkins,  squares  of  cheesecloth  or  old  linen  for  nose 
and  mouth  discharges.  Put  these  and  soiled  dressings 
into  paper  bag  and  burn  at  once.  Room :  formalde- 
hyde gas.  Hot  water  and  soap  suds,  strong  sunlight, 
and  fresh  air  are  disinfectants. 


HOME  NURSING  AND  FIRST  AID  IN  THE  NURSERY     363 

Sterilizing.  Needle :  dip  in  70  %  alcohol,  or  hold  in 
match  flame  until  red.  Water :  boil  twenty  minutes. 
Dishes :  boil  twenty  minutes ;  keep  in  water  with  vessel 
covered,  or  in  boric  solution,  until  needed.  Gauze, 
bandages:  boil  twenty  minutes  in  saturated  boric 
solution  or  2  %  carbolic.  Let  cool  slightly  in  water, 
wring  out  with  disinfected  hands  or  in  sterilized  towel. 
Or  suspend  in  cheesecloth  hammock  tied  to  handles  of 
wash  boiler.  Cover  tightly  and  steam,  with  water 
boiling,  thirty  minutes.  Press  in  sterile  towel  with  hot 
iron,  leave  wrapped,  and  keep  in  covered  receptacle 
until  needed.  Small  squares  for  nursery  use :  cut  and 
tack  in  bundles  of  five  before  sterilizing,  store  in  a 
sterile,  covered  jar,  and  remove  only  as  needed. 

Counter-irritants.  These  draw  the  circulation  to  the 
surface,  relieving  internal  congestion ;  they  have  not  the 
chemical  or  metabolic  effect  of  water  and  light.  Mild : 
anagelsic  balm,  mentholated  vaseline,  cold  compress. 
Mustard  plaster  is  more  severe.  Mix  one  part  mustard 
and  two  parts  flour,  then  bind  together  with  white  of 
egg  or  lukewarm  water.  Rub  lard  or  vaseline  into 
sldn  before  applying.  Leave  on  five  to  ten  minutes. 
If  necessary,  repeat  in  six  hours,  using  four  parts  floui . 
Kerosene,  capsicum  vaseline,  red  pepper,  are  too  severe 
for  children.  Dry  mustard  may  be  rubbed  behind  ears 
for  earache.     Blistering  has  no  value. 

Patent  medicines  are  expensive  and  dangerous. 
Avoid  them,  especially  soothing  syrups,  cough  or  worm 
medicines,  cold  or  headache  cures,  tonics.  Many  of 
these  contain  forms  of  opium  or  of  coal  tar  products 
that  affect  the  heart,  and  high  per  cent,  of  alcohol, 
and  are  positively  dangerous.  Hygienic  measures  are 
safe  and  more  certain. 

Choose  a  physician  who  favors  hygienic  treatment, 
and  who  knows  how  to  use  physiological  measures  — 
diet,  hydrotherapy,  massage,  open-air  treatment  — 
with  a  minimum  of  drugs. 


APPENDIX 


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APPENDIX 


369 


Foods  with  Acid  Balance  * 

Figures  are  per  100-Calorie  portion 


Cereals  and 

Grains 

Meats 

Eqgs 

Lentils     .     .     . 

.     .     .1.7 

Beef    . 

.  2  to  10 

Yolk 

.  7 

Rice    .... 

.     .     .2.7 

Mutton 

.  3  to    4 

White 

^     ^ 

.  9.5 

Corn  .... 

.     .     .1.8 

Veal    . 

.  4  to  10 

Whole 

,     , 

.7.5 

Wheat  flour      . 

.     .     .2.7 

Chicken 

.  4  to  10 

Whole  Wheat  . 

.     .     .3.3 

Fish     . 

.  4  to  12 

Possibly :  prunes,  plums,  cranberries.* 


Foods  with  Potential  Alkalinity  i 

Figures  are  per  lOO-Calorie  portion 


Less  than  5 

5  TO  15 

Dates 

Apples 

Peaches 

Grapes 

Apricots 

Pineapple 

Milk  (2.6) 

Bananas 

Potatoes 

Nuts  (except  peanuts) 

Beans 

Raisins 

Onions 

Cherries 

Radishes 

Pears 

Lemons 

Raspberry  juice 

Peas 

Oranges 

Squash 

15  TO  25 

Very  High 

Beets 

Celery 

.       42.1 

Cabbage 

Chard 

.       41.1 

Carrots 

Figs  (dried) 

.       32 

Cauliflower 

Cucumbers 

.       45 

Cantaloupe 

Lettuce    

.       38.6 

Olives 

Rhubarb 

.       37 

Tomatoes 

Spinach 

.     113 

1  From  "  Food  Products 
(The  Macmillan  Company). 

2  Blatherwick. 


,  H.  C.  Sherman,  by  permission  of  the  publishers 
Complete  tables  there  itemized. 


370  APPENDIX 


Principles  of  Growth 

Height  and  weight  are  only  one  index  of  physical 
condition.  They  must  be  intei-preted  in  connection 
with  other  factors,  as  organic  and  muscular  conditions, 
appetite,  energy. 

Growth  is  not  constant  and  regular  but  by  spurts. 
Increase  in  height  and  in  weight  usually  do  not  proceed 
together  but  alternate. 

Two  tjrpes  of  individuals  are  distinguished : 
a.  Rapid  growth  in  height  and  weight  imtil  9  to  12 
years 
Slower  growth  12  to  16  years 
Early  maturity  (12  to  14  years,  girls ;   13  to  15 
years,  boys) ; 
6.  Slow  growth  in  height  and  weight  until  12  to  15 
years 
Rapid  growth  after  acceleration  begins 
Late  maturity  (14  to  16  years,  girls ;  15  to  18 
years,  boys). 
Growth  is  influenced  by  various  factors. 
I.  Heredity. 

1.  Race.  Americans  average  heavier  than  Euro- 
peans, and  taller  than  Europeans  except  Swedish, 
Danish,  and  Dutch.  Children  of  Irish  parentage  aver- 
age taller  than  children  of  German  parentage.  Chil- 
dren of  American-born  parents  are  in  this  country 
taller  and  heavier  than  children  of  foreign-bom  parents. 

2.  Family.  Children  tend  to  approximate  height 
and  build  of  family;  good  hygiene  slightly  increases 
average  above  immediate  ancestors. 

3.  Sex.     See  pages  372-375. 
n.  Environment  and  Hygiene. 

1.  Hygiene.  Good  hygiene  promotes  growth  in 
height  and  weight.  Breastfed  babies  are  usually 
found  to  increase  more  rapidly  than  those  artificially 
fed,  and  this  growth  impulse  continues  through  life. 
See  page  100. 

A  comparative  study  recently  made  of  (a)  278 
children  in  well-nourished  families,   (6)  1,000  orphan 


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Height  and  Weight  Charts. 

A.  Weight  during  the  first  year  of  120  well-cared-for  children  (1) ; 

compared  with  the  average  given  by  Dr.  Holt  (2) ;  and  that 

of  500  institution  children  (3)  . 

B.  Height  during  the  first  year  of  120  well-cared-for  children  (1) 


compared  with  the  average  given  by  Dr.  Holt  (2)  ;  and  that 

of  500  institution  children  (3) . 

C.  Weight  of  278  well-cared-for  children, ;  compared  with  1,000 

orphan  asylum  children, ;  and  69,000  school  children 

D.  Height  of  278  well-cared-for  children,  ;  compared  with  1,000 

orphan  asylum  children, ;  and  98,000  school  children, 


APPENDIX  371 

asylum  inmates,  (c)  69,000  public  school  children, 
revealed  a  difference  of  six  (6)  inches  average  height 
and  twenty  (20)  pounds  average  weight,  at  twelve 
years  of  age,  in  favor  of  the  first  group,  living  under 
good  conditions  of  nourishment,  exercise,  and  hygiene, 
above  the  public-school  group,  the  asylum  group  being 
intermediate.^ 

Illness  retards  growth,  especially  weight;  adenoids 
retard  growth  in  height  and  weight. 

2.  Urban  or  rural  environment.  Country  children 
average  taller,  heavier,  and  greater  lung  capacity  than 
city  children. 

3.  Season.  In  the  North  Temperate  Zone,  increase 
in  height  is  greatest  from  December  to  July,  least  from 
June  to  January ;  growth  in  weight  is  the  reverse. 

Maturity.  Various  factors  influence  the  age  of  physio- 
logical maturity. 

1.  Sex.  Girls  mature  at  from  12  to  16  years,  two 
years  earlier  than  boys,  —  from  14  to  18  years.  The 
period  of  adjustment  is  longer,  slower,  and  with  less 
stress  and  upheaval  with  boys  than  with  girls. 

2.  Growth.  Children  above  the  average  in  height 
and  weight  at  12  years  mature  earlier  than  those  at  or 
below  average  height  and  weight. 

3.  Climate.  Maturity  is  earlier  in  warm  climates, 
and  later  in  cold  climates. 

4.  Urban  or  rural  environment.  Maturity  is  earlier 
with  city  children,  later  with  country  children. 

5.  Stimulation.  Stimulating  physical  or  psychical 
influences,  as  a  stimulating  diet,  use  of  alcohol,  early 
social  dissipation,  reading  and  plays  that  stimulate 
sex  interest,  tend  to  cause  earlier  maturity. 

Children  mentally  defective,  retarded,  or  laggards 
in  school,  are  usually  shorter  and  lighter  weight  and 
smaller  lung  capacity  than  the  median  for  normal 
children. 

Children  above  the  median  in  height,  weight,  and 
lung  capacity  (the  three  are  usually  found  together) 

1  Amer.  Jour.  Diseases  of  Children,  November,  1914.  Doctor 
Roland  G.  Freeman. 


372  APPENDIX 

are  usually  above  the  average  in  school  grades  of  other 
children  the  same  chronological  age.  Such  children 
may  be  from  1  to  5  years  older  physiologically  and 
mentally  than  children  of  the  same  chronological  age 
who  ai'e  below  the  median  in  height  and  weight. 

Proportions. 

Dui'ing  the  entire  growth  period  the  proportions  of 
different  parts  are  constantly  changing  because  of 
their  uneven  rate  of  growth.  The  awkwardness,  easy 
fatigue,  and  weakness  during  childhood  and  adoles- 
cence are  in  no  small  measure  due  to  these  changing 
proportions  and  their  inadequacy  as  compared  with 
their  adjustment  in  maturity. 

The  following  variations  from  the  average  are  in- 
dices of  weakness,  and  measures  should  be  taken  for 
bringing  them  to  normal. ^ 

1.  Over  average  weight  with  under  average  height.^ 

2.  Under  average  weight  with  over  average  height.^ 

3.  Chest  circumference  less  than  head  circumference 
after  two  years,  or  less  by  more  than  one-fourth  inch 
under  two  years ;  or  chest  circumference  less  than  the 
following  proportions  of  the  body  length :  first  year, 
60% ;  1  to  6  years,  56% ;  6  to  9  years,  52%.2 

4.  Circumference  of  abdomen  more  than  chest. 
The  Tables  for  the  first  five  years  are  a  composite 

of  the  figures  by  Holt  (compiled  from  several  hundred 
hospital  and  private  practice  cases  in  New  York  City), 
the  American  Medical  Association  (compiled  from 
several  thousand  cases  in  23  States),  the  Life  Extension 
Institute,  and  the  Better  Babies'  Bureau  of  the 
Woman's  Home  Companion.  In  the  main,  the  mini- 
mum figures  are  those  of  Dr.  Holt,  the  maximum  those 
of  the  Woman's  Home  Companion.  The  figures  of 
Dr.  Freeman  from  278  children  in  private  practice 
(see  page  of  Charts)  are  from  5  to  10  per  cent  higher 
than  the  maximum  given  in  the  Tables,  for  height  and 
weight. 
All  measurements  are  without  clothing. 

^  For  normal  relativity  see  tables,  pages  374,  375. 
2  Daten  und  Tabellen,  Vierordt. 


APPENDIX 


373 


Height 

—  Boys  1 

Age 

Range 
Inches 

Gain 
Inches 

Age 

Range 
Inches 

Gain 
Inches 

Birth  .    .    . 
3  mo.  .     .     . 
6  mo.  .     .     . 
lyr.    .     .     . 

191-201 
21-231 
25-261 
29-291 

31 

H 
9-10 

2yr.     .     .     . 

3  yr.     .     .     . 

4  yr.     .     .     . 

5  yr.     .     .     . 

31-331 
34-37 
36-39i 
39-42i 

3-4 
3-3^ 
1-3 
1-3 

Until  acceleration  period,  annual  gain 
During  acceleration,  annual  gain    .     . 


1-2  inches, 
2-3  inches. 


Acceleration  period :  girls,  11  to  14  years ;  boys,  13  to  15. 
Slight  gains  after  acceleration  period. 
After  three  years,  height  varies  during  day,  being 
greatest  on  rising,  shortest  at  night. 


Weight - 

-  Boys  2 

Age 

Range 
Pounds 

Gain 

Pounds 

Birth  . 
3  mo. 
6  mo. 
9  mo. 
lyr.  . 
2yr.  . 

3  yr.  . 

4  yr.  . 
6  yr.  . 

61-7^ 
121- 
16  -171 
171-20 
201-22 
261-271 
31^33^ 
35  -38 
41  -43 

12-15 
51-6 
4f-6 
3^-41 
5  -6 

Weight  doubled :   5  months 
Weight  trebled :   1  year 
Weight  quadrupled:  2^  years 
Weight  fivefold :  4  years 
Loss  of  weight  first  3  days 
Regained  by  7th  to  10th  day 
Weekly  gain : 

1st  5  months,  6  to  8  ounces 
To  1  year,  4  to  6  ounces 

Acceleration  period:  girls,  11  to  16  years;  boys,  13  to  18. 

Weight  varies  during  day,  being  greatest  after 
supper,  lowest  before  breakfast. 

Girls  nearly  cease  growing  at  about  17  years,  boys  at 
about  23  years. 

Lung  capacity  is  greater  in  boys  than  girls,  all  ages. 

1  Girls  average  h  inch  shorter  until  2  to  4  years,  then  1  to  2 
inches  shorter  until  11  to  14  years;  |  to  2  inches  taller  11  to  14 
years ;   then  shorter. 

2  Girls  average  ^  pound  lighter  than  boys  during  first  year ; 
then  1  to  2  pounds  lighter  until  12  years;  2  to  3  pounds  heavier 
until  14  years,  then  lighter. 


374  APPENDIX 

Relative  Weight  and  Height  Table  —  Boys* 

The  figures  represent  weight  in  pounds 


z 

go 

s 

>* 

DO 

00 

ED 

CD 

i 

DO 

ID 

ID 

Pi 

35 

«D 

r* 

00 

o> 

o 

i-< 

« 

CO 

■* 

L* 

2 

t^ 

00 

OS 

o 

39 

40 

38 

36 

41 

39 

39 

42 

41 

41 

43 

42 

42 

42 

44 

46 

44 

43 

45 

46 

46 

45 

46 

48 

48 

48 

47 

49 

50 

50 

48 

54 

53 

53 

53 

49 

54 

55 

55 

50 

57 

58 

58 

51 

59 

60 

60 

61 

52 

62 

62 

61 

63 

53 

62 

65 

65 

67 

67 

67 

54 

65 

68 

68 

70 

71 

71 

55 

69 

71 

75 

75 

76 

56 

71 

77 

76 

78 

79 

79 

57 

77 

79 

80 

82 

82 

58 

78 

84 

85 

86 

87 

59 

84 

86 

90 

91 

60 

85 

91 

94 

95 

90 

61 

98 

97 

99 

96 

62 

99 

103 

106 

104 

104 

63 

100 

107 

112 

112 

110 

118 

64 

114 

118 

120 

117 

120 

120 

65 

122 

119 

122 

122 

120 

126 

125 

66 

121 

125 

125 

126 

129 

130 

67 

128 

129 

128 

131 

134 

132 

68 

133 

133 

130 

136 

136 

136 

69 

134 

136 

139 

139 

139 

70 

136 

140 

143 

144 

145 

71 

140 

146 

146 

146 

72 

149 

154 

73 

166 

APPENDIX  375 

Relative  Weight  and  Height  Table  —  Girls  ^ 

The  figurea  represent  weight  in  pounds 


S  m 

go 

at 

oi 

03 

i 

00 

as 

s 

go 

i 

S 

s 

GO 

P3 

(0 

a 

CD 

s 

as 

o: 

00 

^ 

fH 

>^ 

>^ 

>^ 

fH 

(H 

>* 

>* 

>^ 

JH 

>^ 

>* 

>^ 

>^ 

>* 

34 

« 

t> 

00 

o 

o 

- 

IN 

CO 

•^ 

O 

CO 

1-1 

t^ 

00 

a 

o 

39 

40 

37 

35 

41 

38 

37 

42 

41 

39 

39 

43 

41 

41 

42 

44 

45 

43 

44 

42 

45 

45 

45 

45 

46 

48 

47 

47 

47 

50 

49 

49 

48 

51 

51 

49 

53 

53 

54 

50 

56 

56 

57 

51 

59 

58 

60 

52 

63 

62 

62 

63 

53 

64 

63 

66 

65 

54 

69 

68 

69 

68 

55 

70 

71 

73 

56 

75 

75 

76 

78 

57 

78 

80 

83 

58 

83 

86 

88 

89 

59 

88 

89 

93 

97 

100 

60 

94 

94 

96 

100 

104 

109 

103 

99 

99 

61 

99 

100 

102 

109 

109 

106 

105 

111 

62 

104 

104 

106 

111 

110 

107 

111 

114 

63 

107 

109 

116 

110 

112 

113 

114 

64 

112 

118 

116 

117 

114 

119 

115 

65 

114 

118 

121 

125 

120 

123 

125 

1  From  the  Ninth  Yearbook  of  the  National  Society  for  the  Study  of  Edu- 
cation, by  courtesy  of  the  author,  Doctor  Thomas  D.  Wood.  (Data  are  based  upon 
examinations,  during  fourteen  years,  of  pupils  in  Horace  Mann  School,  New 
York  City.) 


376 


APPENDIX 

Pulse  1 


Agb 

PeB    MlNTJTE 

Birth 
6-12  mo. 
2-6  yr. 
7-10  yr. 
11-14  yr. 

130 

105-115 
90-105 
80-90 

75-85 

Respiration  2 
(During  sleep) 

Age 

Per  Minute 

Birth 

lyr. 

2yr. 

6yr. 
12  yr. 
Adult 

35 

27 
25 

22 
20 
16-18 

Pulse  and  respiration  in  infants  may  be  normally 
irregular  and  the  rate  greatly  modified  by  apparently 
slight  causes.  In  very  young  infants  regular  rhythmic 
breathing  is  seen  only  in  sleep,  and  rhythm  is  not  fully 
established  before  two  years. 

Temperature  in  young  children  is  normally  98°- 
99.5^F.,  taken  by  rectum;  it  occasionally  rises  to 
100.5  in  apparently  perfect  health.  It  is  normally 
higher  in  late  afternoon.^ 

The  rate  of  circulation  (time  required  from  leaving 
the  heart  till  return  to  the  heart)  is  in  the  newly  born 
12  seconds,  at  3  years  15  seconds,  in  the  adult  22 
seconds.^ 

1  Holt. 

^  Uffelmann,  quoted  by  Holt. 
*  Vierordt,  quoted  by  Holt. 


APPENDIX 
Infant  Mortality 


377 


The  infant  mortality  rate  is  the  number  of  deaths 
of  babies  which  occur  for  every  1,000  hve  births. 
Figures  in  the  United  States  are  available  only  for 
that  part  of  the  country  known  as  the  registration 
area,  where  the  reporting  of  births  and  deaths  is  legally 
required.  It  is  important  that  the  birth  of  every  child 
should  be  registered,  and  that  laws  requiring  registra- 
tion should  be  enforced  in  every  State. 


Deaths  of  Infants  Under  One  Year  of  Age  Per  i,ooo  Live  Births 
in  Foreign  Countries  ^ 


Country 


Russia  .... 
Ceylon  .... 
German  Empire  . 
Austria    .... 

Italy 

Switzerland  .  . 
England  and  Wales 
Ireland  .... 
France  .... 
Australia  .  .  . 
Norway  .... 
New  Zealand    .     . 


Yeab 


Rate 


1909 

248 

1912 

215 

1911 

192 

1912 

180 

1911 

153 

1911 

123 

1912 

95 

1912 

86 

1912 

78 

1912 

72 

1911 

65 

1912 

51 

The  New  York  Milk  Committee  states  that  an  infant 
mortality  rate  above  50  per  1,000  is  preventable  by 
sanitation,  hygiene,  prenatal  care,  and  the  instruction 
of  mothers;  and  that  a  rate  beyond  this  is  imfair  to 
the  babies,  and  a  disgrace  to  the  community  for  its 
negligence. 

^  In  the  United  States  the  rate  in  the  registration  area,  ac- 
cording to  the  Census  of  1910,  was  124  per  1,000,  a  total  of 
159,435,  from  which  the  Census  Bureau  estimates  the  total  deaths 
for  the  entire  country  as  300,000  under  1  year  of  age. 


378 


APPENDIX 


Principal  Causes  of  Death  During  Growth 

Registration  Area,  United  States,  including  about  65  per  cent,  of 
population.     For  the  year  1913. 


Under 

1-2 

2-3 

3-4 

4-5 

5-9 

10-20 

Cause  op  Death 

1  Yr. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

Yrs. 

1.  Congenital  de- 

bility   .     .     . 

60,551 

2.  Premature  .     . 

birth     .     .     . 

27,359 

3.  Injuries     at 

birth     .     .     . 

5,131 

4.  Digestive    .     . 

43,243 

9,942 

2,653 

1,124 

697 

1,968 

2,939 

6.  Respiratory     . 

(except  tuber- 

culosis, chiefly 

pneumonia)  . 

25,274 

9,272 

3,567 

1,724 

1,055 

2,296 

2,502 

Tuberculosis    . 

2,491 

1,879 

1,053 

693 

507 

1,702 

8,350 

6.  Whooping  .     . 

cough        .     . 

3,442 

1,516 

596 

301 

152 

246 

40 

7.  Measles       .     . 

2,011 

2,562 

1,117 

584 

302 

660 

346 

8.  Diphtheria 

and  croup 

913 

1,857 

1,781 

1,498 

1,293 

3,171 

918 

9.  Scarlet  fever   . 

255 

618 

798 

684 

603 

1,563 

621 

10.  Influenza    .     . 

608 

171 

105 

47 

42 

126 

202 

11.  Smallpox  1  .     . 

27 

4 

4 

3 

— 

5 

8 

The  death  rate  is  higher  during  the  first  five  years 
than  at  any  other  five-year  period ;  higher  during  the 
first  year  than  any  other  year ;  highest  during  the  first 
month ;  and  its  maximum  is  during  the  first  week  of 
life. 

It  is  estimated  that  about  fifty  per  cent,  of  all  children 
die  before  they  are  born.  Life  is  conferred  at  concep- 
tion, and  miscarriage  is  really  death  before  birth.  The 
registration  of  stillbirths,  with  causes,  should  be  required 
by  law,  as  it  now  is  in  some  foreign  countries. 

Diarrhea  and  other  digestive  disorders  are  prevalent 
causes  in  summer ;  pneumonia  and  colds  in  winter. 

*  Before  vaccine  was  generally  used,  was  as  prevalent  as  tuber- 
culosis. 


APPENDIX  379 

Of  the  deaths  from  summer  diarrhea,  about  90  per 
cent,  are  babies  artificially  fed,  compared  with  10  per 
cent,  naturally  fed. 

Mortality  in  Pregnancy 

United  States  Registration  Area,  1913 

Puerperal  septicemia  (blood  poisoning,  due  to  lack  of  sur- 
gical cleanliness  in  care) 4,542 

Albuminaria    and    convulsions    (usually  preventable   by 

regular  examination  of  urine) 2,397 

Accidents    (frequently  preventable  by  prenatal  hygiene 

and  skilful  medical  supervision) 2,703 

Other  causes  368 

10,010 


Most  of  these  deaths  were  due  to  preventable  causes. 

Even  with  these  preventable  deaths,  the  chances  of 
death  in  childbirth  were  only  1  in  about  200  births. 

In  every  community  where  instruction  has  been  pro- 
vided in  prenatal  hygiene  and  the  care  of  infants,  a 
marked  reduction  has  resulted,  both  in  prenatal  deaths, 
in  mortality  in  pregnancy,  in  infant  mortality  and  in 
the  inability  of  mothers  to  nurse  their  babies. 


BIBLIOGRAPHY 

The  following  annotated  list  has  been  carefully- 
selected,  the  purpose  being  to  include  the  most  valuable 
and  indispensable  books,  those  that  readers  will  find 
positively  and  constructively  helpful,  and  that  amplify 
or  illustrate  the  principles  taught  in  this  volume. 
Many  helpful  books  are  necessarily  omitted  for  lack 
of  space. 

It  is  usually  impossible  to  say  that  any  one  book  is 
the  best  on  its  subject.  One  book  will  be  better  than 
another  for  individual  readers,  according  to  their  in- 
dividual experience,  training,  environment,  and  prob- 
lems. In  the  main,  the  publications  listed  are  of  ap- 
proximately the  same  caliber  as  the  present  Manual. 
In  the  list  of  periodicals,  note  is  made  of  those  that  are 
official  publications  of  organizations.  By  including 
in  the  description  of  each  book  the  year  of  publication, 
number  of  pages,  price,  and  whether  illustrated,  the 
reader  has  some  further  clue  to  its  character.  Books 
including  a  bibliography  are  usually  more  systematic 
and  scientific  than  those  without  such  a  list.  The 
dates  given  are  those  of  latest  edition  or  translations, 
to  1916.  Prices  quoted  are  net,  and  do  not  include 
transportation. 

I.  Books. 

I.  6.  Pamphlets  and  Bulletins. 

II.  Periodicals. 

III.  Organizations  and  Institutions. 

t  Titles  especially  recommended  for  libraries,  class  use,  and 

private  ownership. 

a  Books  of  a  more  elementary  character. 

c  Books  of  a  more  technical  character. 

°  Also  useful  for  pictures. 

381 


382  BIBLIOGRAPHY 

Chapter  I.    Mothercraft  and  Home-making  Education 

I.  Barnes,  Earl.  Woman  in  Modern  Society.  Huebsch.  1912. 
258  p.  $1.25.  Social  responsibilities  of  modern  women ; 
education  for  home-making. 

Froebel,  F.  Letters  on  Kindergarten.  Bardeen.  1891. 
331  p.  $1.50.  Froebel's  plan  for  a  training  school,  and 
description  of  its  operation;  beginnings  of  Pestalozzi- 
Froebel  House. 

Hearing,  Scott,  and  Nellie  M.  S.  Woman  and  Social  Prog- 
ress. Macmillan.  1912.  281  p.  Bibl.  $1.50.  The 
biological,  domestic,  industrial  and  social  phases  of  woman's 
progress ;  home-making  education. 

Oppenheim,  Nathan.  Development  of  the  Child.  Mac- 
mUlan.  1898.  $1.25.  See  his  Chap.  XI,  The  Profession 
of  Maternity. 

Read,  Mary  L.     Mothercraft  Education.      (In  preparation.) 
Historical  re\'iew;   methods  and  curriculum. 
t  Spencer,  Anna  G.    Woman's  Share  in  Social  Culture.     Ken- 
nedy.    1913.     331  p.     Bibl.     $2.00.     Responsibilities  and 
opportunities,  in  home  and  society. 

Tarbell,  Ida  M.  The  Business  of  Being  a  Woman.  Mac- 
millan. 1912.  238  p.  $1.25.  Social,  civic  and  home 
responsibilities. 

(The  three  following  collections  are  comprehensive  in  scope, 
covering  the  field  of  child  development,  care,  training  and 
social  welfare.) 

Guide  Book  to  Childhood.  Issued  by  the  American  Institute 
of  Child  Life.  Synopses  from  authorities.  Annotated 
reference  list.     $2.50. 

Library  of  Home  Economics.  1909.  12  vol.  Also  abridged 
ed.  2  vol.  Bibl.  Prepared  by  a  board  of  authors,  special 
authorities.  Includes  domestic  science  as  well  as  child 
care  and  training.  Issued  by  the  American  School  of 
Home  Economics,  Chicago. 

Parents  and  their  Problems.  1915.  8  vol.  $15.  Nat. 
Mothers'  Cong.  Quotations  from  various  authorities. 
1.6.  Andrews,  Benj.  R.  Education  for  the  Home.  U.  S.  Bureau 
Education.  1914.  4  pamphlets.  428  p.  Illus.  Bibl. 
$.75.  Survey  of  present  status  and  methods  of  home- 
making  education  in  U.  S. 

Bolce,  Harold.  Training  for  Motherhood.  Gd.  Hskp. 
Mag.  Sept.,  1912.  8  p.  Illus.  Sesame  House  for  Home 
Life  Training  (London),  and  the  School  of  Mothercraft 
(New  York). 


BIBLIOGRAPHY  383 

Comstock,  Sarah.  Mothercraft.  Gd.  Hskp.  Mag.  Dec, 
1914 -June,  1915.  Illus.  School  of  Mothercraft;  child 
care  and  training.  Also  in  bound  volume.  Hearst. 
1915.     214  p.     Illus.     $1.00. 

Huddleston,  Mrs.  J.  H.  Should  the  College  Curriculum  be 
Modified?  1909.  Report  of  Committee  of  Assn.  Col- 
legiate Alumnse,  regarding  home-making  courses  in  college 
curriculum. 

Read,  Mary  L.  What  Every  Mother  Knows.  Outlook, 
Feb.  3,  1912.  6  p.  Scope  and  spirit  of  mothercraft  train- 
ing ;  outline  of  curriculum. 

Read,  Mary  L.  Mothercraft.  Jour,  of  Heredity,  Aug.,  1916. 
School  of  Mothercraft  and  National  Association. 

U.S.  Bureau  of  Education.     Reading  Courses  for  Parents. 
Free. 
II.   American  Motherhood.    Cooperstown,  N.  Y.    $1.50.    Popu- 
lar articles  on  the  home,  child  care  and  training. 

The  Child  (London).  Stechert.  $5.25.  Authoritative  arti- 
cles on  child  care,  training,  social  welfare ;  special  educa- 
tion for  young  women  in  England ;  book  reviews. 

Child  Life.  Amer.  Insti.  Child  Life.  Philadelphia.  $1.00. 
Reviews  of  current  literature  on  child  care  and  training; 
book  reviews. 

Child  Welfare  Magazine.  Lippincott.  $1.00.  (Mo.  Cong, 
and  Parent-Teachers'  Assn.)  Child  training ;  organization 
reports. 

Home  Progress.  Houghton.  $3.00.  Articles  on  home  life 
and  child  training ;  book  reviews. 

Journal  of  Home  Economics.  Baltimore.  $2.00.  (Amer. 
H.  E.  Assn.)  Popular  and  technical  articles  on  home 
economics  and  home-making. 

Mothers'  Magazine.  D.  C.  Cook,  Elgin,  111.  $1.50.  Popu- 
lar articles  on  child  training  and  care. 
III.  American  Home  Economics  Association.  Baltimore,  Md. 
Membership  organization  of  home  economics  teachers, 
housekeepers  and  others  interested  in  progress  of  home 
life.  Annual  meeting;  publishes  annual  proceedings, 
bulletins.  Journal  of  Home  Economics. 

American  Institute  of  Child  Life.  Philadelphia.  An  edu- 
cational institution  which  furnishes  its  members  personal 
service  of  books,  correspondence,  bulletins,  on  home- 
making,  children's  education,  play,  vocational  guidance. 
Works  through  individual  homes,  and  clubs  of  its  members. 
Publishes  Child  Life. 

International   Congress   of   Mothers,    and   Parent-Teachers 


384  BIBLIOGRAPHY 

Association.  Washington,  D.  C.  Mrs.  Frederic  Schoff, 
President.  Organizes  clubs  and  public  meetings;  fur- 
nishes speakers,  programs,  reading  lists,  literature,  per- 
sonal correspondence.  Publishes  Child  Welfare  Magazine. 
Holds  annual  meeting. 
National  Association  for  Mothercraft  Education.  New  York 
City.  Co-operates  with  organizations,  institutions  and 
communities  in  the  development  of  systematic  courses 
of  training  in  mothercraft ;  issues  bulletins. 

Chapter  II.    Home  and  Marriage 

I.    Cabot,  Richard  C.     What  Men  Live  By.    Houghton.     1914. 

341  p.     $1.50.     Illuminating  chapters  on  love  and  marriage. 
Cannon,  Frank  J.,  and  Knapp,  Geo.  L.     Brigham  Young  and 

his  Mormon  Empire.    Revell.    1913.    350  p.    Illus.    $1.00. 

History  and  present  ideals  and  customs,  by  a  man  brought 

up  in  Mormonism,  and  author  of  the  play  "Polygamy." 
Crow,  Martha  Foote.     The  American  Country  Girl.     Stokes. 

1915.     367  p.     Illus.     $1.50.     Includes  chapters  on  choice 

in  marriage,  home  life. 
Drummond,   Henry.     The  Ascent  of   Man.     Potts.     1898. 

346  p.     $1.00.     Chapters  on  the  evolution  of  a  mother 

and  of  a  father. 
Ellwood,  Chas.  A.     Sociology  and  Modern  Social  Problems. 

A.  B.  Co.     1910.     331  p.     Bilb.     $1.00.     Chapters  on  the 

family,  values  of  monogamy,  causes  of  family  instability. 
Gillette,    John    M.     The    Family    and    Society.     McClurg. 

1914.     164  p.     Illus.     Bibl.  $.75.     Brief  history,  values, 

tendencies,  reforms;  divorce. 
t  Goodsell,   Willystine.     History  of  the  Family  as  a  Social 

Institution.      Macmillan.      1915.      600    p.    Bibl.     $2.00. 

History  of  family  and  marriage  from  primitive  times; 

values ;  divorce ;  suggested  reforms. 
Hillis,   Mrs.  Newell   Dwight.     American  Woman  and  Her 

Home.     Revell.     1913.     186    p.     $1.00.     Practical    psy- 
chology of  harmonious  family  life. 
Ringrose,  Hyacinthe.     Marriage  and   Divorce  Laws  of  the 

World.    Stechert.    1911.    270  p.    $2.50.    Includes  Europe, 

Asia  and  America. 
Wilson,  Jennie  L.     Legal  and  Political  Status  of  Women  in 

the  U.  S.     The  author.     Cedar  Rapids,  la.     1912.     p.  336. 

$2.00.     Statement  of  the  common  law,  and  a  compendium 

of  the  laws  of  each  State  relating  to  marriage,  property 

rights,  divorce. 


BIBLIOGRAPHY  385 

1.6.  A  Marriage  Contract  and  Creed.  School  of  Mothercraft. 
1916.  $.50.  Summarizes  the  responsibilities  and  rights  of 
each  party  to  the  contract ;  presented  as  a  basis  for  prenup- 
tial  discussion  and  comparison  of  standards,  tastes,  and  ad- 
justment of  practical  problems. 
(See  also  Chap.  I.)  Other  standard  writers :  Lyman  Abbott, 
Franklin  H.  Giddings,  E.  J.  Hardy,  George  E.  Howard, 
E.   A.   Ross,  James  H.  Tufts,  Lester  F.  Ward. 


Chapter  III.    Household  Management  and  Efficiency 

I.  Frederick,  Christine.  The  New  Housekeeping.  Double- 
day.  1913.  265  p.  Illus.  $1.00.  Practical  demonstra- 
tion of  efficiency  methods  applied  to  housekeeping. 

Kinne,  Helen,  and  Cooley,  Anna  M.  Foods  and  Household 
Management.  Macmillan.  1913.  401  p.  Illus.  Bibl. 
$1.10.  Dietetics,  cooking,  marketing,  sanitation,  house- 
hold management,  budget,  laundering. 

Kinne,  Helen,  and  Cooley,  Anna  M.  Shelter  and  Clothing. 
Macmillan.  1915.  377  p.  Illus.  Bibl.  $1.10.  Fur- 
nishing, heating,  cleaning,  textiles,  sewing. 

Nesbitt,  Florence.  Low  Cost  Cooking.  Amer.  School 
H.  E.  1915.  127  p.  Illus.  Bibl.  $.50.  Economy  in 
recipes,  menus,  buying,  fuel ;  home-made  fireless. 

Richards,  Ellen  H.  Cost  of  Living.  Wiley.  1915.  154  p. 
Illus.  $1.00.  How  to  practically  reduce  cost  by  organi- 
zation and  sanitation. 

Do.      Cost   of   Food.      Wiley.      Rev.    Ed.    1915.      Illus. 
$1.00. 
I.&.   Andrews,  Benj.  R.     A  Survey  of  your  Household  Expenses. 
T.  C.     1912.     12  p.     $.10.     Practical  methods  of  appor- 
tioning expenses  and  keeping  household  accounts. 

Furst,  Mary  L.  Household  Management.  T.  C.  1911. 
24  p.  Bibl.  $.10.  Syllabus  giving  helpful  bird's  eye 
view  of  household  management.  U.  S.  Dept.  of  Agricul- 
ture, Washington.  Pamphlets  on  equipment,  economy. 
II.  Housewives'  Magazine.  Housewives  League,  New  York 
City.  $1.00.  Pure  foods,  improved  markets,  practical 
marketing. 

Journal  of  Home  Economics  (See  Chap.  I.) 

See  also  Good  Housekeeping  Magazine,  Ladies  Home  Journal, 
Delineator,  Forecast. 
III.    Good  Housekeeping  Institute,  New  York  City. 

Examines  housekeeping  utensils  and  foods ;  issues  bulletins. 


386  BIBLIOGRAPHY 

Housewives  League.  25  W.  45th  St.  New  York  City. 
Membership  organization  of  housewives  for  pure  food, 
sanitary  markets,  honest  weights,  reduction  of  food  cost. 

(See  also  Chap.  IX.) 

Chapter  IV.    Eugenics,  Biology,  Sex  Hygiene 

I.  Cabot,  Richard  C,  The  Christian  Approach  to  Social  Moral- 
ity. Y.  W.  C.  A.  Press,  N.  Y.  C.  1913.  99  p.  $.50. 
The  Consecration  of  the  Affections  and  other  essays. 

Cabot,  Richard  C.     What  Men  Live  By.     (Chap.  II.) 

Davenport,  Chas  B.  Heredity  in  Relation  to  Eugenics. 
Holt.  1911.  298  p.  Illus.  Bibl.  $2.00.  Biological 
data  and  family  histories  tracing  heredity  of  unit  charac- 
ters and  methods  of  transmission. 

Davenport,  Chas.  B.  State  Laws  Limiting  Marriage  Selec- 
tion. Eugenics  Record  Office,  Cold  Spring  Harbor,  Long 
Island.  1913.  66  p.  111.  Bibl.  $.40.  Laws  for  each 
state ;  criticism  from  eugenics  standpoint. 

Dawson,  George  E.  The  Right  of  the  Child  to  be  Well  Born. 
(a)  Funk.  1912.  144  p.  Illus.  $.75.  Principles  of 
eugenics ;  responsibility  toward  the  child. 

Exner,  M.  J.  The  Physician's  Answer.  Y.  M.  C.  A.  Press, 
N.  Y.  C.  1913.  50  p.  $.25.  Medical  authority  contra- 
dicting prevailing  misconceptions  regarding  sex. 

Foerster,  F.  W.  Marriage  and  the  Sex  Problem.  Stokes. 
1912.  228  p.  $1.35.  Biological,  medical,  psychological 
and  social  phases. 

Galton,  Francis.  Eugenics :  Its  Definition,  Scope  and  Aims. 
Amer.  Jour,  of  Sociology,  July,  1904.  Also  in  his  Socio- 
logical Papers. 

Geddes,  Patrick,  and  Thomson,  J.  Arthur.  Sex.  Holt. 
1914.  $.50.  Biological  and  sociological  aspects  of  sex 
in  human  life. 
tGuyer,  M.  J.  Being  Well-born.  Bobbs-Merrill.  1916. 
250  p.  Illus.  Bibl.  $1.00.  A  popular  and  interesting 
account  of  genetics  and  eugenics,  thoroughly  scientific, 
t  Jewett,    Frances    G.     The   Next    Generation,      (a)   Ginn. 

1914.  235    p.     111.     Bibl     $.75.     Concrete    account    of 
heredity  and  eugenics,  especially  for  young  people. 

Jordan,  David  S.  Heredity  of  Richard  Roe.     (a.)  Unitarian 
Press,  Boston.     1913.     165  p.     $1.20.     In  story  form;  the 
principles  and  facts  of  heredity  and  eugenics, 
t  March,    Norah    H.     Towards    Racial    Health.     Routledge. 

1915.  Illus.    Bibl.    326    p.     $1.50.    A    comprehensive 


BIBLIOGRAPHY  387 

book  especially  for  young  people,  includes  physical,  bio- 
logical, psychological  and  social  phases. 

Pussey,  Wm.  A.  Syphilis  as  a  Modern  Problem,  American 
Medical  Assn.Press,  Chicago,  1914.  128  p.  $.25.  An  au- 
thoritative statement  regarding  medical  and  social  phases. 

Reed,  Chas.  A.  L.  Marriage  and  Genetics,  Galton  Press, 
Cincinnati,  1913.  183  p.  $1.00.  The  most  definite 
statement  of  practical  application  of  laws  of  heredity  of 
unit  characters ;  the  eugenic  medical  examination. 

Saleeby,  C.  W.  Parenthood  and  Race  Culture.  Moffatt. 
1909.  398  p.  $2.50.  Principles  of  eugenics  in  theory 
and  practice ;  race  poisons. 
II.  The  Eugenics  Review.  Edited  by  Eugenics  Education 
Society.  Huebsch.  $5.25.  Authoritative  articles  on 
heredity  and  social  phases  of  eugenics. 

The  Journal  of  Heredity.  Edited  by  Amer.  Genetic  Assn. 
Washington,  D.  C.  $2.00.  Articles  on  plant,  animal  and 
human  heredity ;  eugenics.     Book  reviews. 

Social   Hygiene.     Edited  by  Amer.   Social   Hygiene  Assn., 
New   York    City.     $2.00.     Devoted    especially   to    these 
phases  of  social  reform. 
III.   American  Genetic  Association.    Washington,  D.  C.    Devoted 
chiefly  to  biological  research  and  study. 

American  Social  Hygiene  Association.  New  York  City. 
Chas.  W.  Eliot,  Hon.  Pres.  Devoted  to  social  surveys, 
legislation,  law  enforcement,  education;  lecture  bureau, 
lantern  slides,  pamphlet  literature,  information  bureau. 

Eugenics  Education  Society.  London.  Founded  by  Francis 
Galton.  Conducts  public  lectures  for  education;  issues 
pamphlets. 

Pamphlets  issued  by  the  above  organizations,  also  by 
Health  Education  League  (Boston),  and  by  Association 
Press. 

Examination  of  family  histories,  with  advice  on  hereditary 
probabilities,  made  by  Eugenics  Record  Office,  Cold 
Spring  Harbor,  L.  I.     No  fee. 

Physical  examinations  (Chap.  VIII). 

(See  also  Chap.  X  4C.) 


Chapter  V.    Growth  and  Development 

Baldwin,  Burt  T.  Physical  Growth  and  School  Progress, 
(c)  U.  S.  Bureau  Educ.  1914.  188  p.  Charts.  Bibi. 
$.25. 


388  BIBLIOGRAPHY 

Baldwin,  James  M.  Story  of  the  Mind,  (a)  Appleton 
1898.  p.  226  Illus.  $.35.  Brief,  clear,  concrete  state- 
ment of  psychology,  with  applications. 

Barnes,  Earl.  Studies  in  Education.  The  author,  Phila- 
delphia, Pa.  Each  vol.  $2.00.  Two  volumes  containing 
twenty  illuminating  studies  of  children's  social  ideas  and 
ideals. 

Bryan,  E.  B.  Nascent  Stages  in  Development  and  their 
Pedagogical  Significance.  Ped.  Sem.  Oct.,  1900.  39  p. 
Bibl.  Summary  of  characteristics  and  interests  of  child- 
hood, youth,  adolescence. 

Chamberlain,  A.  F.  The  Child.  Scribner.  1900.  495  p. 
Illus.  Bibl.  $1.50.  A  compendium  of  researches  to 
date;  growth,  physical  and  psychological  development, 
meaning  of  youth,  play ;  the  child  and  the  savage. 

Drummond,  W.  B.  The  Child:  His  Nature  and  Nurture, 
(a)     Button.     1910.     146  p.     Bibl.     $.35. 

Hall,  G.  Stanley.  Aspects  of  Child  Life.  Ginn.  1907. 
326  p.  Bibl.  $1.50.  Reports  of  special  studies  on  con- 
tents of  children's  minds,  collecting,  curiosity  and  interest, 
ownership,  day  dreaming,  dolls. 

Hall,  G.  S.  Adolescence,  (c)  2  vol.  Appleton.  1904. 
$7.50.  Detailed  study  of  physical  and  mental  develop- 
ment ;  pedagogy  of  special  subjects. 

Hall,  G.  S.  Youth :  Its  Education,  Regimen  and  Hygiene. 
Appleton.  1911.  379  p.  $1.50.  Period  from  twelve  to 
twenty  years.  Abridgement  of  the  author's  books  on 
Adolescence, 
t  Kirkpatrick,  E.  A.  The  Individual  in  the  Making. 
Houghton.  1911.  333  p.  Bibl.  $1.20.  Principles  of 
development;  stages  of  development;  education  adapted 
to  different  stages. 

Lamoreaux,  Antoinette.  The  Unfolding  Life,  (a)  Revell. 
1907.  188  p.  $.75.  Psychological  and  religious  develop- 
ment from  infancy  to  adolescence,  with  special  reference 
to  religious  training. 

Preyer,  W.  Mental  Development  of  the  Child.  Appleton. 
1909.  176  p.  $1.00.  Conclusions  from  author's  earlier 
studies;  Some  of  the  more  important  points  on  which  the 
development  of  the  child's  mind  depends. 
t  St  John,  Edward  P.  Child  Nature  and  Child  Nurture,  (a) 
Pilgrim.  1911.  106  p.  Bibl.  $.75.  A  textbook  for 
parents'  classes.  Special  references  to  moral  and  religious 
training. 

Sully,  James.     Children's  Ways.     Appleton.     1897.     193  p. 


BIBLIOGRAPHY  389 

$2.00  The  development  of  children  in  their  play,  fancy, 
language,  drawing,  fears,  moral  and  social  life;  scientific 
and  human. 

tTanner,  Amy  E.  The  Child.  Rand.  1915.  430  p.  Illus. 
Bibl.  $1.25.  Practical,  up-to-date  handbook,  with  very 
complete  bibliographies. 
Tracy,  Frederick.  Psychology  of  Childhood  Heath.  1912. 
219  p.  $1.25.  Development  of  senses,  intellect,  feelings, 
will,  language,  aesthetic,  moral  and  religious  ideas;  psy- 
chopathic conditions  in  childhood. 

t  Tyler,    John    M.      Growth    and    Education.     Houghton. 
1907.     294  p.     Bibl.     Illus.     $1.50.     Evolution  in   child 
and  race ;    detailed  account  of  physical  and  psychological 
characteristics  in  each  stage  of  development ;  educational 
applications. 
II.  Pedagogical  Seminary.    Clark  University,  Worcester,  Mass. 
G.  Stanley  Hall,  Editor.     $5.00.     Reports  of  special  studies 
in  genetic  psychology,  growth,  development ;  book  reviews, 
bibliographies. 
(See  also  Chap.  XI.) 

Chapter  VI.    Prenatal  Hygiene  ;  Motherhood,  Fatherhood 

I.  Abbott,  Ernest  Hamlin.  On  the  Training  of  Parents. 
Houghton.  1908.  140  p.  $1.00.  Concrete  essays  and 
stories  on  preparation  for  child  training. 

Bishop,  Emily  M.     Daily  Ways  to  Health.     (Chap.  VIII.) 

Call,  Annie  P.  Power  through  Repose.  Little.  1892. 
201  p.  $1.00.  How  to  relax,  overcome  nervousness,  gain 
mental  poise. 

Galbraith,  Anna  M.  Four  Epochs  of  a  Woman's  Life. 
Saunders.  1913.  244  p.  Illus.  $1.50.  Special  hygiene 
and  physiology  of  girlhood,  womanhood,  marriage,  ma- 
ternity and  middle  age. 

Hollander,  Bernard.  Nervous  Disorders  of  Women.  Saun- 
ders. 1916.  207  p.  $1.50.  Common  nervous  disorders 
and  their  rational  treatment  by  hygiene,  hygienic  measures 
and  mental  treatment. 

Latimer,  Caroline  W.  Girl  and  Woman.  Appleton.  1913. 
318  p.  $1.50.  Personal  hygiene,  special  physiology  and 
hygiene  for  young  women.  Written  by  a  physician  and 
biologist. 

Norris,  Kathleen.  Mother.  Doubleday.  1911.  172  p. 
$1.00.  A  story  of  the  mother's  responsibilities  and  her 
opportunities. 


890  BIBLIOGRAPHY 

Rice,    Susan   T.     Mothers'   Day.     Moffat.     1915.     363    p. 

$1.00.     Origin,  history,  celebration,  significance,  as  related 

in  prose  and  poetry. 
Rice,  Susan  T.     The  Mother  in  Verse  and  Prose.     Moffat. 

1916.     357  p.  $1.50.     Large  volume  including  poems  of 

motherhood,  lullabies ;  prose  excerpts  from  writers  on  the 

mothers  of  the  famous. 
Richards,  Florence  H.     Hygiene  for  Girls.     Heath.     1913. 

Illus.     $.70.     Individual   and   community   hygiene,   with 

chapter  on  special  hygiene  for  young  women;  written  by 

a  physician. 
Stuart,  Ruth  M.  Sonny.     Century.     1908.     135  p.     $1.00. 

A  short  story  of  parental  aspirations  and  experiences. 
1.6.   West,  Mrs.  Max.     Prenatal  Care.     U.  S.  Children's  Bureau. 

1915.     84  p.     Illus.     Free.     Simple  and  practical. 
(See  also  Chaps.  IV,  VII,  VIII,  XX.) 


Chapter  VII.    Infant  Care 

I.  Fiske,  John.  The  Meaning  of  Infancy.  Houghton.  1909. 
$.35.    The  value  of  infancy  to  the  child,  the  parents,  society. 

Forsyth,  David.  Children  in  Health  and  Disease.  Blakis- 
ton.  1909.  336  p.  Illus.  $3.00.  Physiology  and  psy- 
chology of  infancy;  hygiene  of  childhood;  diagnosis  and 
care  of  children's  diseases. 

Griffith,  J.  P.  Crozier.  Care  of  the  Baby.  Saunders.  1914. 
455  p.  Illus.  $1.50.  Special  attention  to  care  of  sick  in- 
fants and  children. 

King,  F.  Truby.  Feeding  and  Care  of  Baby,  (a)  Macmil- 
lan,  1913.  162  p.  Illus.  $.40.  Practical,  comprehen- 
sive, modern,  many  illustrations.  Handbook  of  the  New 
Zealand  Society  for  Health  of  Women  and  Children. 

Morse,  John  L.  and  Talbot,  Fritz  B.  Diseases  of  Nutrition 
and  Infant  Feeding.  Macmillan.  1915.  346  p.  Illus. 
$2.50.  Comprehensive,  authoritative  and  practical  discus- 
sion of  milk,  maternal  nursing  and  artificial  feeding. 

Newman,  George.  Infant  Mortality.  Dutton.  1907. 
356  p.  $2.50.  Social  study  of  the  extent,  causes  and 
prevention  of  infant  mortality ;  extensive  statistics. 

Pfaundler  and  Schlossmann.  The  Diseases  of  Children. 
Trans,  from  the  German  by  Shaw  and  La  Fetra.  7  vol. 
Lippincott.  1908-14.  Illus.  Collection  of  articles  by 
eminent  German  authorities  on  development,  feeding  and 
therapy,  as  well  as  disease. 


BIBLIOGRAPHY  391 

Ramsey,  Walter  R.  Hygiene  of  Infancy.  Button.  1916. 
198  p.  Illus.  $1.00.  Infant  physiology  and  growth; 
daily  care ;  feeding ;  ailments  and  diseases,  and  their  care. 
Thoroughly  modern,  simple,  practical. 

Standard  works,  both  popular  handbooks  and  technical 
volumes  on  pediatrics:  Cotton,  Fischer,  Holt,  Kerley, 
Starr.  Other  standard  works  on  pediatrics  by  Carr,  Chapin 
and  Pisek,  Koplik. 

U.  S.  Census  Bureau.     Vitality  Statistics.     1913.     Includes 
tables  showing  infant  mortality,  by  causes  and  years. 
1.6.   West,  Mrs.  Max.    Infant  Care,    (a)    U.  S.  Children's  Bureau. 
1915.     37  p.     Illus.     Free.     Simple  and  practical  direc- 
tions for  care  and  feeding. 

Pamphlets  on  infant  hygiene  and  care  issued  by  State  and 
city  Departments  of  Health,  and  by  American  Medical 
Association  Press. 

Pamphlets  on  infant  mortality,  child  welfare  exhibits  and 
campaigns,  issued  by  the  U.  S.  Children's  Bureau. 

Daily  Record  Sheet.  Issued  by  School  of  Mothercraft 
31  in  set.  $  .25.  Blank  form  similar  to  schedule  in  text, 
for  daily  records. 

Weight  Chart.  Issued  by  School  of  Mothercraft.  Uniform 
with  Record.  $.05. 
II.  American  Journal  of  Diseases  of  Children.  A,  M.  A.  Press. 
$3.00.  Scientific  articles ;  reviews  and  reference  list  of 
current  publications  and  articles  in  pediatrics,  infant  care, 
nutrition. 

Archives  of  Pediatrics.  New  York  City.  $3.00.  Scientific 
and  popular  articles  on  child  hygiene,  infant  care  and  wel- 
fare. 

Pediatrics.  New  York  City.  $2.00.  Technical  and  pop- 
ular articles  on  infant  hygiene  and  welfare;  book  re- 
views. 
III.  Association  for  Study  and  Prevention  of  Infant  Mortality. 
Baltimore.  Membership  organization  of  physicians, 
social  workers,  teachers.  Annual  conference.  Printed 
proceedings  include  valuable  papers.  Arranges  exhibit 
material,  issues  pamphlets. 

Child  Welfare  Exhibit  Association,  New  York  City. 
Issues  graphic  exhibits,  pamphlets;  conducts  local  sur- 
veys and  exhibits  for  child  welfare,  including  infant  mor- 
tality. 

Russell  Sage  Foundation,  Child  Hygiene  Division.  New 
York  City.     Conducts  research;  issues  pamphlets. 

(See  also  Chap.  XX.) 


392  BIBLIOGRAPHY 

Chapter  VIII.    Child  Hygiene 

I.  Bancroft,  Jessie  H.  Posture  of  School  Children.  Macmil- 
lan.  1913.  327  p.  Illus.  Bibl.  $1.50.  Hygiene  of 
posture;  exercises  for  preventing  and  overcoming  defects 
from  wrong  posture. 

Bigelow,  M.  A.  and  Anna  N.  Applied  Biology  (Chap.  XVII). 
Chapters  on  physiology  and  hygiene. 

Bishop,  Emily  M.  Daily  Ways  to  Health.  Huebsch.  1910. 
310  p.  $1.50.  Exercises  (without  apparatus)  for  vitality, 
overcoming  nervousness,  constipation,  wrong  posture; 
gaining  poise. 

Carrington,  Thos.  S.  Fresh  Air  and  How  to  Use  it.  Nat. 
Assn.  for  Study  and  Prev.  of  Tuberculosis.  105  E.  22  St., 
N.  Y.  C.  1912.  250  p.  Illus.  $1.00.  Methods  of  ven- 
tilation ;  window  tents,  roof  bungalows,  sleeping  porches, 
tent  houses,  open-air  bungalows ;  clothing,  bedding,  furni- 
ture for  open-air  sleeping. 

Horsley,  Victor  and  Sturge,  Mary  D.    Alcohol  and  the  Human 
Body.     Macmillan.     1915.     290    p.     Illus.     Bibl.     $.40. 
Physiological  effects  of  alcohol  upon  different  organs  and 
tissues    and    upon    intelligence;  effects   of   alcohol   upon 
children. 

Jewett,  Frances  G.  Gulick  Hygiene  Series,  edited  by  Luther 
H.  Gulick.  Ginn.  Book  I.  Health  and  Safety.  1916. 
189  p.  Illus.  Bibl.  $.40.  Book  II.  Physiology,  Hy- 
giene and  Sanitation.  1916.  359  p.  Illus.  Bibl.  $.65. 
Written  especially  to  interest  children  in  hygiene. 

Muller,  J.  P.  My  System  for  Children.  1912.  117  p. 
Illus.     $1.25.    Physical  exercises  for  children,  from  infancy. 

O'Shea,  M.  V.  and  Kellogg,  J.  H.  The  Body  in  Health. 
Macmillan.  1915.  324  p.  Illus.  $.65.  Written  for 
children,  in  a  way  that  will  naturally  interest  them  in  the 
practice  of  hygiene. 

Sadler,  Wm.  S.  Cause  and  Cure  of  Colds.  McClurg.  1910. 
147  p.  Illus.  $1.00.  How  colds  may  be  prevented  and 
how  treated. 

Short,  A.  Rendle.  The  Newer  Physiology.  Wood.  1915. 
266  p.  Bibl.  $1.00.  Treats  comprehensively  of  the  new 
developments  in  physiology,  including  digestion,  amino 
acids,  vitamines,  acidosis;  the  ductless  glands,  cerebral 
localization. 

Terman,  Lewis  M.  The  Hygiene  of  the  Child.  Houghton. 
1914.  417  p.  Illus.  Bibl.  $1.75.  Hygiene  during 
school  age ;  hygiene  of  special  organs  and  senses ;  hygiene 


BIBLIOGRAPHY  393 

of    education;    a    digest    of    the    recently    accumulated 
knowledge  of  child  development  and  hygiene. 

Walker,  Emma  E.  Beauty  through  Hygiene.  Barnes. 
1904.  306  p.  Illus.  $1.00.  Hygienic  means  to  physical 
beauty. 

Wood,  Thos.  D.  Health  Essentials  for  Rural  School  Children. 
American  Medical  Assn.Press,  Chicago.  1916.  25  p. 
$.10.     Helpful  pamphlet  for  parents  and  teachers. 

Worcester,  Elwood  and  McComb,  Samuel.  Religion  and 
Health.  Grosset.  1910.  425  p.  $.75.  Use  of  sugges- 
tion and  auto-suggestion  in  preventing  and  healing  of 
illness,  especially  fear  and  nervousness;  by  the  founders 
of  the  Emmanuel  Movement. 
1.6.  Pamphlets  issued  by  practically  all  of  the  organizations  and 
institutions  listed  in  III. 

Daily  Record  Schedule  Blank.  The  School  of  Mothercraft. 
Set  of  31.  $.25.  Similar  to  schedule  in  text,  with  space 
for  recording. 

Weight   chart,  for  birth  to  14  years.     School   of   Mother- 
craft  .$.05.     Uniform  size  with  those  for  infancy. 
II.   American   Physical   Education   Review,   Springfield,    Mass. 
$1.50. 

Dietetic  and  Hygiene  Gazette,  87  Nassau  St.,  New  York 
$1.00. 

Good  Health  Magazine.     Battle  Creek,  Mich.     $2.00. 

Journal  American  Medical  Association.  Chicago.  $5.00. 
A.  M.  A.  Press. 

Outdoor  Life.     (Anti-tuberculosis.)     Outdoor  Life  Pub.  Co. 
New  York,  $1.00. 
III.   American  Medical  Association.     Chicago,  111.     Annual  meet- 
ing. 

American  Physical  Education  Association.  Annual  Meet- 
ing.    Springfield,  Mass. 

American  Posture  League.  1  Madison  Ave.,  New  York. 
Examines  furniture,  clothing  and  apparatus  with  reference 
to  its  effect  on  posture ;  issues  label  to  approved  articles. 

Carnegie  Institution,  Washington,  D.  C.  Research  in  hy- 
giene, nutrition  and  medicine.  Annual  Year  Book  in- 
cludes reports  of  studies. 

Home  Economics  Association.     (Chap.  III.) 

International  Congress  of  Hygiene  and  Demography.  Annual 
Report  includes  scientific  and  popular  papers  read  at 
annual  meeting. 

Joint  Committee  on  Hygiene  of  Amer.  Med.  Assn.  and  Nat. 
Ed.  Assn. 


394  BIBLIOGRAPHY 

Life  Extension  Institute.  25  W.  45  St.,  New  York.  Issues 
pamphlets,  literature,  publishes  books  and  bulletins,  con- 
ducts health  examinations. 

National  Child  Welfare  Exhibit  Association.     (Chap.  VII.) 

National  Mental  Hygiene  Association.  105  E.  22  St.,  New 
York.     State  branches  in  some  States. 

Rockefeller  Institute,  New  York.  Research  work  in  medi- 
cine.    Issues  report  of  discoveries  made  by  staff. 

Russell  Sage  Foundation.  New  York.  Conducts  surveys 
and  social  studies;  issues  reports  of  studies,  and  popular 
pamphlets. 

U.  S.  Children's  Bureau.     (Chap.  VII.) 

Physical  examinations  of  a  very  comprehensive  and  thorough 
nature  are  conducted  by  the  following : 

Battle  Creek  Sanitarium,  Battle  Creek,  Mich.,  and  branches 
in  other  localities. 

Chicago  Physiological  Institute,  Chicago. 

Life  Extension  Institute,  25  W.  45  St.,  New  York.  Has 
representatives  in  many  localities  throughout  the  country. 

(Also  Chaps.  IV,  VI,  VII,  IX,  XX.) 


Chapter  IX.    Food,  Nutrition,  Dietetics 

Allyn,  Lewis  B.  Westfield  Pure  Food  Book.  Westfield 
Brd.  of  Trade,  Westfield,  Mass.  1915.  68  p.  $.25. 
List  of  foods  that  have  been  analyzed  in  Westfield  Labora- 
tory and  found  to  conform  to  pure  food  requirements. 

Cooper,  Lena  F.  The  New  Cookery.  Good  Health  Pub.  Co. 
1916.  412  p.  Illus.  $1.50.  Methods  of  cooking  most 
conductive  to  health,  as  taught  at  Battle  Creek  Sanita- 
rium.    Caloric  value  of  each  recipe. 

Farmer,  Fannie  M.  Boston  Cooking  School  Cook  Book. 
Little.  1915.  648  p.  Illus.  $1.80.  Standard  cook 
book,  revised. 

Fisher,  Irving.  A  Graphic  Method  in  Practical  Dietetics. 
American  Medical  Assn.Press,  Chicago.  1907.  Illus. 
$.10.  A  method  for  computing  the  caloric  value  of  any 
quantity  or  combination  of  foods.  Tables  of  lOO-calorie 
portions,  common  foods. 

Noorden,  Karl  H.  von.  Metabolism  and  Practical  Medicine, 
(c)  Vol.  I.  1907.  Source  and  authority  for  much  of 
present  teaching  in  nutrition.     $5.00 

Rose,  Mary  S.  A  Laboratory  Handbook  for  Dietetics. 
(c)     Macmillan.     1912.     127   p.     $1.10.     Most   complete 


BIBLIOGRAPHY  395 

collection  of  tables  of  food  composition;  methods  of  ana- 
lyzing foods,  dietaries. 

Sherman,  Henry  C.  Chemistry  of  Food  and  Nutrition,  (c) 
Macmillan.  1911.  355  p.  Bibl.  $1.50.  Thorough  dis- 
cussion of  food  chemistry  and  principles  of  nutrition. 

Sherman,  Henry  C.  Food  Products.  Macmillan.  1914. 
594  p.  Illus.  Bibl.  $2.25.  Discussion  of  specific  food 
groups  and  foods;  composition,  source,  place  in  dietary. 
Tables  of  food  composition,  including  acid  or  alkali  bal- 
ance. 

Underhill,  Frank  P.  Physiology  of  the  Amino  Acids.  Yale. 
1915.  Illus.  Bibl.  158  p.  $1.35.  Thorough  discus- 
sion of  the  amino  acids  in  specific  protein  foods,  and  their 
significance  in  nutrition,  so  far  as  yet  known. 

Wiley,  Harvey  W.  Not  by  Bread  alone.  Hearst.  1915. 
354  p.  $2.00.  Principles  of  nutrition,  with  special  refer- 
ence to  feeding  of  children,  and  economy  in  food. 

Mendel,  L.  B.  Childhood  and  Growth.  Stokes.  1905.  53  p. 
$.60.  Brief,  practical  discussion  of  composition  of  food  in 
childhood,  for  mothers. 
1.6.  Atwater,  W.  O.  and  Bryant,  A.  P.  Composition  of  American 
Food  Materials.  U.  S.  Dept.  Agriculture.  Revised 
Bulletin    28.     87  p.     $.10. 

Blatherwick,  N.  R.  Specific  Role  of  Foods  in  Relation  to 
Composition  of  Urine,  (c)  Reprint.  Author,  Yale  Uni- 
versity, New  Haven,  Conn.  1914.  Study  of  acid  and 
base-forming  goods.  (Prunes,  plums,  cranberries  found 
exception  to  fruits  as  base-forming.) 

Hunt,  Caroline  L.  Daily  Meals  of  School  Children,  (a) 
U.  S.  Dept.  Agri.  62  p.  Principles  of  feeding.  Recipes 
for  meals  and  lunches. 

Mendel,  Lafayette  B.  Changes  in  Food  Supply  and  their 
Relation  to  Nutrition.  Yale.  1916.  61  p.  Bibl.  $.50. 
Resume  of  present  knowledge  of  nutrition. 

Mendel,  L.  B.  Newer  Points  of  View  Regarding  the  Part 
Played  by  Different  Food  Substances  in  Nutrition.  15  p. 
Journal  of  A.  M.  A.,  Sept.  5,  1914.  Also  Reprints.  Amer. 
Med.    Assn. Press   metabolism  of  proteins ;    amino   acids. 

Mendel,  L.  B.  Nutrition  and  Growth.  Journal  of  A.  M.  A., 
May  8,  1915.  27  p.  Also  reprint.  Amer.  Med.  Assn. 
Press.  Reviews  older  and  new  views  of  physiology  of 
growth,  recent  studies  of  different  specific  foods, 
t  Rose,  Mary  S.  Feeding  of  Young  Children,  (a)  Teachers 
College,  New  York  City.  1911.  10  p.  $.10.  Practical 
principles ;  menus ;   analysis  of  menus. 


396  BIBLIOGRAPHY 

Rose,  Mary  S.  Food  for  School  Boys  and  Girls,  (a) 
Teachers  College.  1914.  15  p.  $.10.  Practical  prin- 
ciples ;  menus. 

School  of  Mothercraft.  Menu  Sheets.  1916.  31  in  set. 
$.25  per  set.  $.50  per  100.  Form  similiar  to  pp.  180-3, 
with  space  for  recording. 

School  of  Mothercraft.  Diet  Analysis  Sheets.  1916.  100 
in  set.     $.50.    Form  similar  to  p.  178.    Space  for  recording. 

U.  S.  Department  of  Agriculture  pamphlets  on  food  values, 
specfic  foods,  cooking,  cover  a  wide  range,  and  are  authora- 
tative.     Sent  free. 
II.   Journal  of  Home  Economics.     (See  Chap.  I.) 

Articles  on  nutrition  and  dietetics  also  appear  in  the  pediatric 
journals  (Chap.  VII)  and  periodicals  devoted  to  hygiene 
(Chap.  VIII). 

Technical  articles  appear  in  the  American  Journal  of  Physi- 
ology and  the  Journal  of  Biological  Chemistry. 

(See  also  Chap.  VIII.) 


Chapters  X  and  XII.    Educational  Principles  and 

Curriculum 

For  greater  convenience  to  the  reader  the  references  in  this 
chapter  are  grouped  first  by  subjects. 

1.  General  books  on  principles  and  methods  of  education, 
pedagogy. 

A.   Systematic  and  textbooks. 

Dearborn,  George  V.  N.  How  to  Learn  Easily.  Little. 
1916.  125  pp.  $1.00.  From  the  standpoint  of  psychol- 
ogy and  physiology. 

Dewey,  John.  Interest  and  Effort  in  Education.  Houghton. 
1913.  101  p.  $.60.  The  significance  of  each  factor; 
their  practical  usage. 
tDewey,  John.  The  School  and  Society-  U.  of  C.  1912. 
129  p.  Illus.  $1.00.  Discussion  of  principles  in  elemen- 
tary education ;  resume  of  work  in  the  Experimental  School. 

Dewey,  John  and  Ethel.  Schools  of  To-morrow.  Dutton. 
1915.  316  p.  Illus.  $1.50.  Describes  and  comments 
upon  progressive  educational  work  as  conducted  at  the 
Francis  Parker,  Gary  and  other  selected  schools,  School  of 
Organic  Education,  Teachers  College  kindergarten. 

Graves,  Frank  P.  Great  Educators  of  Three  Centuries. 
Macmillan.     1912.    289  p.     Bibl.     $1.10.     The  life  work 


BIBLIOGRAPHY  397 

and  influence  of  Comenius,  Rousseau,  Pestalozzi,  Froebel 
and  others  to  Spencer. 

Henderson,  Charles  H.     Education  and  the  Larger  Life. 
Houghton.     1902.     386    p.     $1.30.     Essays    on    organic 
education  and  the  social  purposes  of  education. 

Henderson,  C.  H.  What  Is  It  to  Be  Educated?  Houghton. 
1914.  456  p.  Bibl.  $1.50.  Supplementary  to  the 
author's  previous  volume. 

James,  Wm.,  Talks  to  Teachers  on  Psychology  and  to  Student 
on  Life's  Ideals.  Holt.  1899.  301  p.  $1.50.  Practical 
application  of  psychology  to  teaching  and  learning. 

Partridge,  George  E.  Genetic  Philosophy  of  Education. 
Sturgis.  1912.  401  p.  Bibl.  $1.00.  A  clear  epitome  of 
the  educational  writings  of  G.  Stanley  Hall. 

Thomson,  Wm.  H.  Brain  and  Personality.  Dodd.  1908. 
335  p.  Illus.  $1.00.  The  physical  basis  of  mind,  evolution 
of  the  nervous  system,  anatomy  and  physiology  of  the 
speech  mechanism;  practical  applications  of  neurology  to 
psychology. 

B.  Popular. 

Allen,    Mary   Wood.     Making   the   Best   of   our  Children. 
McClurg.     $  1.00  each. 
Vol.  I.     Children  to  nine  years. 
Vol.  II.     Eight  to  twenty  years. 

Practical  phases  of  physical,  mental,  social  and  religious 
training. 

Bimey,  Mrs.  Theodore.  Childhood,  (a)  Stokes.  1905. 
254  p.  $1.00.  Friendly,  practical  discourses  by  the 
founder  of  the  Inter.  Mothers'  Congress. 

Burbank,  Luther.  The  Training  of  the  Human  Plant. 
Century.  1907.  100  p.  $.60.  The  needs,  rights  and 
potentialities  of  children;  application  of  principles  of 
biology  to  childhood  and  education. 

Fisher,  Dorothy  Canfield.  Mothers  and  Children.  Holt. 
1914.  285  p.  $1.00.  The  child's  point  of  view ;  training 
in  obedience. 
fForbush,  Wm.  B.  The  Coming  Generation,  (a)  Appleton 
1912.  402  p.  $1.50.  Forces  working  for  the  better- 
ment of  American  young  people ;  betterment  in  the  home, 
through  birth  and  better  health,  through  education, 
through  religious  and  social  nurture  and  service. 

Gruenberg,  Sidonie  M.  Your  Child  To-day  and  To-morrow. 
Lippincott.  1913.  234  p.  Illus.  $1.25.  Discusses 
problems  of  punishment,  children's  lies,  training  in  reason- 
ing, training  through  play ;  sex  education,  obedience,  will. 


398  BIBLIOGRAPHY 

McKeever,  Wm.  A.  Farm  Boys  and  Girls.  Macmillan. 
1912.  325  p.  Illus.  Bibl.  $1.50.  Especially  for  the 
mother  in  the  rural  home ;  home  conveniences,  children's 
literature,  rural  recreations,  and  other  practical  problems. 

fMcKeever,  Wm.  A.  Training  the  Boy.  Macmillan.  1915. 
368  p.  Illus.  Bibl.  $1.50.  Training  from  infancy 
through  adolescence  to  develop  the  many-sided  nature  of 
the  boy  into  a  well-poised  man ;  includes  discussion  of 
early  childhood  training,  play,  fighting,  bad  habits,  voca- 
tional training,  preparation  for  home  and  family  life. 

fMcKeever,  Wm.  A.  Training  the  Girl.  Macmillan.  1914. 
342  p.  Illus.  Bibl.  $1.50.  A  companion  volume  to  the 
foregoing. 

2.    Comenius,  Pestalozzi,  Froebel  and  Montessori. 

Comenius.  The  School  of  Infancy.  Heath.  99  p.  Bibl. 
$1.00.  The  early  educator's  discussions,  though  antiquated 
in  some  details,  are  full  of  inspiration  for  the  present  day. 
Education  during  the  first  six  years,  chiefly  through  play 
and  habits. 

Pestalozzi.  How  Gertrude  Teaches  Her  Children.  Bardeen. 
1894.  256  p.  Bibl.  $1.00.  A  concrete  view  of  Pesta- 
lozzi's  principles  and  methods  in  the  education  of  little 
children  in  the  home. 

Froebel,  Frederick.  The  Education  of  Man.  (c)  Appleton. 
1905.  340  p.  $1.50.  The  philosophy  and  principles  of 
the  kindergarten. 

Froebel,  Frederick.  The  Mother  Play  Book,  with  Miss 
Susan  E.  Blow's  commentary.  Appleton.  1895.  316  p. 
$1.50.  How  the  mother  can  educate  the  child  through 
his  daily  play  and  spontaneous  interests. 
jHughes,  James  L.  Froebel's  Educational  Laws.  Appleton. 
1901.  290  p.  $1.50.  A  concise  and  clear  resume'  of 
Froebel's  principles. 

Blow,  Susan  E.,  Harrison,  Elizabeth  &  Hill,  Patty  S.  The 
Kindergarten.  Houghton.  1913.  301  p.  $1.25.  The 
point  of  view  of  the  conservative  and  the  progressive 
leaders  in  American  kindergarten  work ;  official  report  of 
the  Committee  of  Nineteen  of  the  International  Kinder- 
garten Union. 

tHarrison,  Elizabeth.  A  Study  of  Child  Nature.  Chicago 
Kg.  College,  Chicago.  1895.  207  p.  $1.00.  The  kin- 
dergarten idea  of  development  of  mind,  soul  and  body,  with 
concrete  application  to  child  nature. 

fSmith,  Nora  A.     The  Home-made  Kindergarten.     Houghton 


BIBLIOGRAPHY  399 

1912.  117  p.  $.95.  Practical  suggestions  regarding  the 
use  of  the  home  environment  and  the  daily  home  life,  ac- 
cording to  Froebel's  principles. 

Wiggin,  Kate  D.  &  Smith,  Nora.  Children's  Rights.  Hough- 
ton. 1892.  235  p.  $1.00.  The  rights  of  the  child; 
children's  play,  stories,  playthings,  reading;  governing 
children. 

Montessori,  Maria.  The  Montessori  Method.  Stokes. 
1912.  377  p.  111.  $1.75.  Principles  and  methods  elabo- 
rated by  Mme.  Montessori  in  Rome. 

Hall,  G.  Stanley.  Pedagogy  of  the  Kindergarten.  In  his  Ed- 
ucational Problems,  Vol.  I. 

Dewey,  John.  Resume  and  estimate  of  the  Montessori 
Method,  in  his  Schools  of  To-morrow. 


3.  Special  phases  of  education ;  pedagogy  of  special  subjects. 

Burk,  Frederic.  From  Fundamental  to  Accessory  in  the 
Development  of  the  Nervous  System  and  its  Movements. 
Ped.  Sem.     1899.     59  p. 

Hall,  G.  Stanley.  Educational  Problems.  Appleton.  1911. 
2  vol.  $7.50.  Pedagogy  of  the  kindergarten,  music,  danc- 
ing, industrial  education,  moral  and  religious  training,  sex 
education;  drawing,  reading,  history;  children's  lies. 

Halleck,  Reuben  P.  Education  of  the  Central  Nervous  Sys- 
tem. Macmillan.  Illus.  258  p.  $1.00.  Structure  of 
the  nervous  system ;  training  in  habits ;  feelings,  will. 

Holmes,  Arthur.  The  Conservation  of  the  Child.  Lippin- 
cott.  1912.  345  p.  $1.25.  Educational  methods  and 
special  guidance  for  "the  child  who  is  different ",  especially 
for  backward  or  subnormal  children. 

O'Shea,  M.  V.  Dynamic  Factors  in  Education.  Macmillan. 
1908.  320  p.  Illus.  Bibl.  $1.25.  The  motor  factor 
in  education ;  training  the  motor  powers,  inhibition,  will. 

Language. 

O'Shea,  M.  V.  Linguistic  Development  and  Education. 
Macmillan.  1907.  327  p.  Bibl.  $1.25.  Development 
of  speech  in  childhood ;  training  in  efficiency  in  oral  ex- 
pression ;  teaching  a  foreign  language ;  learning  to  read. 

Scripture,  E.  W.  Stuttering  and  Lisping.  Macmillan. 
1912.  247  p.  111.  Bibl.  $1.00.  How  to  prevent  and 
overcome  these  defects. 

Wright,  S.  D.  What  the  Mother  of  a  Deaf  Child  Should 
Know.  Stokes.  1914.  125  p.  $.75.  Early  home  edn- 
cation  and  care. 


400  BIBLIOGRAPHY 

Special  references  on  precocity. 

Burbank,  Luther.     Training  of  the  Human  Plant.     (Chap. 

X,  1.  B.) 
Terman,  Lewis  M.     Hygiene  of  the  Child.     (Chap.  VIII.) 
Terman,  Lewis  M.     Precocity  and  Prematuration.     Amer, 

Jour,  of  Psy.,  April,  1905. 
Tyler,  J.  M.     Growth  and  Education.     (Chap.  V.) 

4.   Religious,  moral,  social,  eugenic  education. 

A.  Religious. 

fCope,  Henry  F.  Religious  Education  in  the  Family.  U.  of  C. 
296  p.  Bibl.  $1.25.  Comprehensive,  practical ;  considers 
nature  and  interests  of  the  child,  the  family  life,  religious 
teaching  in  the  home  life  under  present-day  conditions. 

Chamberlain,  Georgia.  Child  Religion  in  Song  and  Story. 
U.  of  C.  Illus.  Bibl.  2  vol.  Each  $1.25.  Application 
of  kindergarten  principles  to  religious  education,  with 
special  reference  to  elementary  classes  in  Sunday  Schools. 

Moulton,  Richard  G.,  Ed.  Children's  Series  of  the  Modern 
Reader's  Bible.  Vol  I.  Old  Testament.  Vol  II.  New 
Testament.  Macmillan,  1899.  $.50  each.  Bible  stories 
told  in  the  language  of  the  Bible,  edited  especially  for 
children,  printed  in  small  volumes,  without  illustrations. 
Invaluable  for  telling  the  Bible  stories. 

Smith,  Elva  S.  and  Hazeltine,  Alice  I.  Christmas  in  Legend 
and  Story.  Lothrop.  1915.  283p.  $1.50.  Excellent  collec- 
tion of  stories  and  poems,  illustrated  from  famous  paintings. 

B.  Moral  and  social. 

Burgess,  Gelett.  The  Goops  and  How  to  be  Them.  Stokes. 
190  p.  Illus.  $1.50.  Funny  rhymes  and  pictures  to 
teach  very  little  children  manners  and  morals. 
fCabot,  Ella  L.  and  others.  A  Course  in  Citizenship. 
Houghton.  1914.  386  p.  Bibl.  $1.25.  Authorized  by 
Mass.  Branch  of  Amer.  School  Peace  League.  Training 
for  citizenship  in  home,  playground,  neighborhood,  nation, 
the  world  family.  Compilation  of  illustrative  stories  and 
quotations. 

Cabot,  Ella  L.  Ethics  for  Children.  Houghton.  1910. 
254  p.  Bibl.  $1.25.  Stories,  poems  and  quotations, 
classified  under  specific  ethical  traits,  arranged  also  by 
school  years.  Valuable  for  home  use,  with  relatively 
slight  following  of  yearly  classification. 

Dewey,  John.  Moral  Principles  in  Education.  Houghton. 
1909.  60  p.  $.35.  Moral  principles  as  a  part  of  the 
method  of  education. 


BIBLIOGRAPHY  401 

Field,  Jessie  and  Nearing,  Scott.  Community  Civics. 
Macmillan.  1915.  270  p.  Illus.  $.60.  Practical  ways 
of  teaching  civic  responsibility  and  action  to  children; 
especially  prepared  for  rural  life. 

Gulliver,  Lucile.  The  Friendship  of  Nations.  Ginn.  1912. 
293  p.  Illus.  $.60.  Story  of  the  Peace  Movement,  told 
in  stories,  for  children. 
fJames,  Wm.  Psychology  (Briefer  Course.)  Holt.  1910. 
477  p.  Illus.  $1.50.  Chapter  on  Habits  and  Will ;  ap- 
plication of  psychology  to  their  training. 

King,     Henry     C.     Rational     Living.     Macmillan.     1905. 
271    p.     $1.25.     Standards    of    conduct;  working    with 
nature;  application  of  psychological  principles  to  moral 
training. 

Mumford,  Edith  E.  R.    The  Dawn  of  Character.    (Chap.  XL) 

O'Shea,  M.  V.  Social  Development  and  Education.  Mac- 
millan. 1909.  575  p.  Bibl.  $2.00.  Training  in  social 
development  from  infancy,  in  daily  life  and  by  special 
methods. 

Payot,  Jules.  The  Education  of  the  Will.  Funk.  1909. 
448  p.  $1.50.  Education  in  early  childhood;  training  in 
inhibition,  self-control  of  appetites  and  emotions;  will 
power. 

Sneath,  E.  Hershey  and  Hodges,  Geo.  Moral  Training  in 
Home  and  School.     Macmillan.     1914.     221  p.     $.80. 

Pritchard,  Myron  T.  and  Tarkington,  Grace.  Stories  of 
thrift  for  Young  Americans.  Scribner.  1915.  221  p. 
$.60.  Story-discussions  for  children  on  phases  of  thrift, 
saving  time  and  resources,  spending  money ;  ow^nership. 

C.  Eugenics  and  sex  education. 

Bigelow,  Maurice  A.  Methods  in  Sex  Education.  Macmil- 
lan. 1916.  150  p.  $1.00.  A  thorough  review  of  the 
history  and  pedagogy  of  sex  education.  A  most  valuable 
handbook  for  the  educator  and  parent.  Annotated 
bibliography. 

Chapman,  Mrs.  Rose  W.  How  Shall  I  Tell  my  Child? 
Revell.  1912.  62  p.  $.25.  Simple,  giving  biological 
facts  with  beauty  and  poetry,  as  a  little  child  appreciates 
them. 

Lyttleton,  Rev.  E.  Training  of  the  Young  in  Laws  of  Sex. 
Longman.  1912.  117  p.  $1.00.  Written  for  parents 
and  teachers.  Points  out  methods  of  instruction  and 
training,  and  the  relating  of  this  subject  to  other  phases 
of  life.     Does  not  include  biological  data. 


402  BIBLIOGRAPHY 

Morley,  Margaret  W.  The  Spark  of  Life.  RevelL  1913.  62 
p.  $.25.  Simple  stories  of  nature,  as  told  to  a  little 
child. 

(See  also  Chap.  IV,  especially  Cabot,  Foerster,  Jewett,  March, 
Smith;  and  Chap.  XVII,  Bigelow,  Morley.) 
II.   Kindergarten  and  First  Grade.     Bradley.     $1.25.     Sugges- 
tions for  handwork,  stories,  educational  play,  for  mothers 
and  kindergartners. 

Kindergarten-Primary  Magazine.  Kindergarten  Magazine 
Co.,  Manistee,  Mich.  $1.00.  Also  popular  magazine  for 
mothers  and  kindergartners. 

Religious  Education.  Rel.  Ed.  Assn.  (See  below.)  $3.00. 
Valuable  articles  on  religious  education  in  childhood  and 
adolescence,  both  in  home,  school  and  church.  Non- 
sectarian. 

Teachers  College  Record.  Teachers  College.  $1.50.  Valu- 
able reports  and  articles  on  progressive  and  practical 
educational  work,  by  members  of  Teachers  College 
faculty. 

Pedagogical  Seminary.     (See  Chap.  V.) 

(For  popular  magazines  on  child  training  see  list  Chap.  I.) 
III.   International  Kindergarten  Union.     Bradley. 

Professional  organization  of  kindergartners.  Annual  meet- 
ing. 

The  Montessori  Educational  Association,  Washington,  D.  C. 
Membership  organization. 

Moral  Education  League.  Washington,  D.  C.  Member- 
ship organization  for  the  promotion  of  moral  education  in 
home  and  school.     Issues  leaflets  and  books. 

National  Education  Association.  Professional  organization 
of  educators  in  all  fields.  Annual  meeting.  Reports  of 
proceedings  contain  many  valuable  papers  on  all  phases  of 
education. 

National  Kindergarten  Association.  New  York  City.  En- 
courages development  of  kindergartens  in  new  centers. 

Religious  Education  Association.  330  S.  Michigan  Ave., 
Chicago.  Membership  organization  of  educators,  clergy, 
parents  and  laymen  of  all  sects,  interested  in  the  further- 
ance of  religious  education  and  religious  pedagogy.  Annual 
meeting.     Reports  of  proceedings  contain  valuable  papers. 

U.S.  Bureau  of  Education,  Washington,  D.  C.  Dr.  Philan- 
der P.  Claxton,  Commissioner  of  Education.  Through 
its  various  divisions  gathers  data  and  statistics,  makes 
surveys,  disseminates  information.  Issues  monthly  bibli- 
ography and  pamphlets,  and  annual  report. 


BIBLIOGRAPHY  403 

Chapter  XI.    Study  of  Individual  Children 

Davis,  Jesse  B.     Vocational  and  Moral  Guidance.     Ginn. 

1914.     303    p.     Bibl.     $1.25.     Contains    suggestions    for 

study  of  personality  and  abilities. 
Dearborn,  George.    Motor-Sensory  Development.    Warwick. 

1910.  215  p.     Illus.     $1.50.     A    psychologist's    observa- 
tions of  his  daughter  during  the  first  three  years. 

Grahame,  Kenneth.  The  Golden  Age.  Lane.  1905,  225 
p.  $1.00.  Stories  revealing  the  mind  and  feelings  of  four 
young  children  who  were  not  understood  by  their  elders. 

Hoag,  E.  B.  Health  Index  of  Children.  Whitaker  &  Ray- 
WigginCo.  San  Francisco.  1910.  188  p.  $.80.  Points 
for  observation  in  physical  examination;  methods  of 
physical  inspection. 

Major,  David  R.  First  Steps  in  Mental  Growth.  Macmillan. 
1906.  355  p.  Illus.  $1.25.  Observations  made  by  the 
author  during  the  first  three  years  of  his  son's  development ; 
includes  sensory  development,  motor  activities,  drawing, 
language,  feelings,  fears. 

Montessori,  Maria.  Pedagogical  Anthropology,  (c)  Stokes. 
1913.  508  p.  Illus.  $3.50.  Studies  in  physical  growth 
and  condition  of  children,  with  special  reference  to  educa- 
tion;  methods. 

Mumford,  Edith  E.  R.     The  Dawn  of  Character.     Longman. 

1911.  225  p.     $1.20.     A  study  of  child  life;    includes 
studies  of  different  types  of  children. 

Parsons,  Frank.  Choosing  a  Vocation.  Houghton.  1909. 
165  p.  $1.00.  Detailed  outlines  for  study  of  personality, 
tastes,  abilities. 

Partridge,  George  E.  Outlines  of  Individual  Study.  Sturgis. 
1910.  240  p.  Bibl.  $1.25.  Popular  survey  of  methods 
of  physical  inspection,  psychological  tests,  study  of  per- 
sonality. 

Perez,  Bernard.  First  Three  Years  of  Childhood.  Barnes. 
294  p.  $1.50.  Trans,  from  French.  A  father's  observa- 
tions on  physical  and  psychological  development  of  his  son. 

Shinn,  Milicent  W.  The  Biography  of  a  Baby.  Houghton. 
1900.  247  p.  $1.50.  Story  of  the  physical  and  mental 
development  during  the  first  year;  the  author's  observa- 
tions of  her  niece. 

Terman,  Lewis  M.  Measurements  of  Intelligence.  Hough- 
ton. 1916.  Illus.  Bibl.  362  p.  $1.50.  Methods  of 
making  mental  tests ;  the  Stanford  University  revision  of 
the  Binet-Simon  tests. 


404  BIBLIOGRAPHY 

Whipple,  Guy  M.  Manual  of  Physical  and  Mental  Tests. 
(c)  Warwick.  1910.  533  p.  Illus.  Bibl.  $2.50.  An- 
thropometrical  tables ;  psychological  tests  as  conducted  in 
the  laboratory. 

Read,  Mary  L.  Score  Sheets  for  Study  of  the  Individual 
Child.  School  of  Mothercraft.  1916.  Loose-leaf  pages, 
similar  to  outline  in  Chapter  XI  of  the  Mothercraft 
Manual,  but  arranged  with  space  for  records  and  with 
items  pertinent  to  each  chronological  year,  one  set  for 
each  year.     Per  set  $.50. 

Yerkes,  Robert  M.  and  La  Rue,  D.  W.  Materials  for  a 
Study  of  the  Self.  Harvard.  1914.  24  pp.  $1.00. 
Outlines  and  points  for  study  of  personality,  in  loose-leaf 
form. 

Chapters  XIII  and  XIV.    Play  and  Games 

I.  fJohnson,  George  E.  Education  by  Plays  and  Games. 
Ginn.  1907.  234  p.  Illus.  $.90.  Educational  values 
of  play;  genetic  development  of  children,  and  plays 
adapted  to  each  stage  of  development. 

Finlay-Johnson,  Harriet.  The  Dramatic  Method  of  Teach- 
ing. Ginn.  1912.  199  p.  Illus.  $1.00.  Use  of  drama- 
tic play  in  teaching  history,  geography,  literature. 
fFroebel,  F.  Mother  Play,  with  Music.  Appleton.  Illus. 
300  p.  $1.50.  The  classic  on  education  through  play, 
with  the  youngest  children. 

Poulsson,  Emilie.  Finger  Plays.  Lothrop.  1893.  80  p. 
Illus.  $1.25.  Songs,  music  and  poems,  chiefly  about 
nature,  with  illustrated  directions  for  playing,  especially 
for  children  under  six. 

Poulsson,  Emilie.  Father  and  Baby  Plays.  Century. 
1907.  Illus.  $1.25.  p.  98.  Songs  and  rhymes  for 
the  rollicking  games  father  likes  to  play  with  the  tod- 
dlers. 

Brown,  Florence,  W.  Old  English  and  American  Games. 
Saul,  Chicago.  1913.  55  p.  Paper,  $.75.  Authorita- 
tive versions  of  fifty  of  the  singing  games,  with  music  and 
directions  for  playing. 

Hofer,  Marie  R.  Children's  Singing  Games.  Flanagan. 
1901.  42  p.  Paper,  $.50.  Music  and  directions  for 
forty  of  the  traditional  games;  very  slight  duplication 
with  the  Brown  collection. 

Newton,  Marion  B.  Graded  Games  and  Rhythmic  Exercises. 
Barnes.     1908.     110  p.     Illus.     $1.25.     Games  of  imita- 


BIBLIOGRAPHY  405 

tion,  sense  perception,  and  other  psychological  value ; 
some  traditional  and  singing  games ;  for  children  five  to  ten. 
Talbot,  Mary  White.  The  Book  of  Games.  Scribner. 
1913.  191  p.  $1.00.  Over  a  hundred  games,  many  cul- 
tivating alertness,  imagination,  invention,  initiative. 
Chubb,  Percival.  Festivals  and  Plays.  Harper.  1912. 
403  p.  Illus.  Bibl.  $2.00.  Directions  for  pageants 
and  children's  plays,  including  costuming,  stage  properties ; 
the  educational  possibilities  of  pageants. 

1 6.  Leaflets  issued  by  the  Playground  and  Recreation  Association 
of  America. 

II.  The  Playground.  Playground  and  Recreation  Assn.  of 
America.  New  York.  Devoted  to  play  interests,  es- 
pecially in  playgrounds  and  social  centers.  $2.00 
III.  Playground  and  Recreation  Association  of  America.  1 
Madison  Ave.,  N.  Y.  C.  Membership  organization, 
devoted  to  playground  extension. 

Chapter  XV.    Toys 

I.   Hall,    G.    Stanley.     Aspects    of    Child    Life    (Chap.    X.) 

Chapters  on  dolls  and  collections. 
Starr,    Laura   B.     The   Doll   Book.     1908.     238    p.     Illus. 

$2.00.     Descriptions   and   pictures    of    dolls   from   many 

countries    and    historic    times ;     national    customs    and 

curiosities ;    manufacture ;    homemade. 
Wade,    Mary   H.     Dolls   of   Many   Lands.     1913.     153   p. 

Illus.     $1.00.     Imaginary    stories    told    by    dolls    from 

seven  different  countries. 
(For  making  of  toys  see  Chap.  XVIII.) 

Chapter  XVI.    Story-telling  and  Stories 

1.  On  Story-telling. 
I.  Bryant,  Sara  Cone.  How  to  Tell  Stories  to  Children. 
Houghton.  1905.  260  p.  Bibl.  $1.00.  Simple  direc- 
tions for  the  mother  and  teacher ;  some  stories. 
tSt.  John,  Edw.  P.  Stories  and  Story-Telling.  Pilgrim. 
1910.  99  p.  Bibl.  $.60.  With  special  reference  to 
story-telling  in  moral  and  religious  education.  How  to 
tell,  how  to  use,  where  to  find  stories. 

Wyche,  Richard  T.  Some  Great  Stories  and  How  to  Tell 
Them.  Newson.  1910.  181  p.  Bibl.  $1.00.  How  to 
tell  stories  effectively;  with  special  reference  to  the 
classic  Greek  and  Norse  myths. 


406  BIBLIOGRAPHY 

Excellent  books  also  by  Julia  D.  Cowles,  Louise  S.  Houghton, 
Angela  M.  Keyes,  Edna  Lyman,  Mrs.  E.  N.  Partridge. 

2.  Collections.  The  following  collections  are  carefully 
selected  for  the  educational  values;  there  is  necessarily 
some  duplication  in  the  stories  in  these  collections. 

Bailey,  Caroline  S.  and  Lewis,  Clara  M.  For  the  Children's 
Hour.  Bradley.  1906.  333  p.  $1.50.  More  than  a 
hundred  fairy  tales,  fables,  myths,  stories  of  home  life, 
nature,  industries,  festivals,  as  told  to  kindergarten 
children. 

"Scudder,  Horace  E.  The  Children's  Book.  Houghton. 
1909.  300  p.  $2.50.  A  large  volume  with  nearly  two 
hundred  fables,  fairy  tales  from  Abbott,  Anderson,  Grimm, 
Perrault;  stories  from  Arabian  Nights,  Munchausen, 
Lilliput,  and  from  Greek  Myths.  Illustrations  from 
Dore,  Cruickshank  and  others. 

Cabot,  Ella  L.     Ethics  for  Children.     (Chapter  X.     4.) 

Wiggin,  Kate  D.  and  Smith,  Nora  A.  The  Fairy  Ring. 
Doubleday.  1906.  445  p.  Illus.  $1.50.  An  excellent 
collection  from  many  sources,  by  a  kindergartner.  Three 
other  volumes  in  same  series. 

3.  Myths,  Legends,  Classic  Stories. 

Bulfinch,  Thomas.  Age  of  Fable  and  Chivalry.  Various 
editions.  Age  of  Fable  includes  Greek  myths,  Odyssey, 
Iliad,  Norse  myths;  Age  of  Chivalry,  stories  of  Boewulf, 
Arthur,  Roland.  Some  editions  bound  in  one  volume. 
Source  book. 

Clarke,  Helen  A.  Child's  Guide  to  Mythology.  Baker. 
1908.  399  p.  Illus.  $1.25.  An  unusual  arrangement, 
grouping  together  myths  relating  to  animals;  plants  and 
trees;  sun,  moon  and  stars;  sky  and  air;  mother  and 
child.  From  Greek,  Norse,  Indian  and  Hindu.  Illus- 
trations from  famous  art. 

"Holbrook,  Florence.  Round  the  Year  in  Myth  and  Song. 
A.  B.  Co.  200  p.  Illus.  $.60.  A  few  myths  simply 
told  as  to  young  children,  apropos  to  each  season. 

Judd,  Mary  C.  Classic  Myths.  Rand.  1901.  195  p. 
Illus.  Bibl.  $.35.  About  forty  myths  from  Greek, 
Roman,  Norse,  German,  Russian,  as  told  to  young  children. 

Jordan,  David  Starr.  The  Book  of  Knight  and  Barbara. 
Appleton.  1904.  Illus.  $1.50.  Myths  and  nature 
stories  told  to  children  by  the  great  scientist,  illustrated 
by  children. 


BIBLIOGRAPHY  407 

Marvin,  F.  S.,  Mayor,  R.  J.  C,  Starwell,  F.  M.  Adventures 
of  Odysseus.  Button.  1900.  227  p.  Illus.  $1.50.  A 
translation  from  the  Greek  that  preserves  remarkably 
the  spirit  and  atmosphere  of  the  original.  A  source  book 
for  stories. 
fKupfer,  Grace  H.  Stories  of  Long  Ago.  Heath.  1909. 
177  p.  Illus.  $.75.  Thirty  Greek  myths,  as  told  to 
little  children;  with  nineteen  illustrations  from  famous 
statuary  and  paintings. 

Brown,  Abbie  Farwell.  Book  of  Saints  and  Friendly  Beasts. 
Houghton.  1900.  Illus.  225  p.  $1.25.  About  twenty 
legends  of  mediseval  saints  and  friendly  beasts. 

°Clay,  Beatrice.  Stories  of  King  Arthur  and  the  Round 
Table.  Button.  1905.  322  p.  Illus.  $2.50.  As  told 
to  young  children ;   preserves  the  quaint  atmosphere. 

°Kelman,  Janet  H.  Stories  from  Chaucer.  Button.  1905. 
114  p.  Illus.  $.50.  Four  tales  simply  told  for  young 
children  in  a  little  book. 

*'Lang,  Jean.  Stories  from  Shakespeare.  Button.  1909. 
114  p.  Illus.  $.50.  Seven  stories  briefly  told  in  a  little 
book  for  children. 

"Pilgrim's  Progress.  An  abridged  edition  for  children,  with 
large  illustrations  in  black  and  white  by  Rhead.  1898. 
Century.     $1.50. 

°Housman,  Laurence,  compiler.  Stories  from  Arabian  Nights. 
Button.  1911.  $1.50.  Six  stories  with  25  illustrations 
in  color  by  Edmund  Bulac,  that  express  the  spirit  of 
wonder  and  mystery. 

4.  Humor. 

°Burgess,   G.     Goops,   and  How  to  be  Them.     (Chap.  X. 

4  B.) 
°Lear,   Edward.     Nonsense    Book.     Little.     250    p.     Illus. 

$1.60.     Complete  edition  of  this  classic  humor  in  picture 

and  verse. 
Olcott,  Frances  J.  and  Pendleton,  A.     The  Jolly  Book  for 

Boys   and   Girls.     Houghton.    1915.    409    p.  Illus.  $2.00. 

Humorous  tales  from  folklore,  Arabian  Nights,  Thackeray, 

Bickens,  Shakespeare,  Aldrich,  Lamb  and  other  standard 

writers. 
Wiggin,  Kate  B.     Tales  of  Laughter.     Boubleday.     1908. 

$1.60. 

5.  Heroic. 

Coe,  Fanny  E.  Heroes  of  Everyday  Life.  Ginn.  169  p. 
Illus.     $.40.     Firemen,  engineers,  divers,  miners,  laborers. 


408  BIBLIOGRAPHY 

Moffett,  Cleveland.  Careers  of  Danger  and  Daring.  Cen- 
tury. 1901.  419  p.  IIlus.  $1.50.  Stories  of  the  pilot, 
diver,  life-saver,  firemen,  engineer,  and  other  modern 
workers. 

Towle,  George  M.  Heroes  and  Martyrs  of  Invention. 
(Chap.  XVII.) 

(See  also  stories  of  Odysseus,  Thor,  Arthur,  Boewulf,  Sieg- 
fried.) 

(For  stories  of  animals  and  nature,  history  and  travel,  see 
Chap.  XVII.) 

6.  Poetry. 

^Mother  Goose.  Dodd.  1914.  173  p.  Illus.  $2.50.  Il- 
lustrated by  Jessie  Wilcox  Smith  with  sixteen  full-page 
colored  pictures,  and  many  in  black  and  white. 

°Mother  Goose.  Volland  &  Co.,  New  York.  1915.  119  p. 
$2.00.  Large  illustrations,  by  Frederick  Richardson,  in 
colors. 

Shute,  Katherine  H.  The  Land  of  Song.  Book  I.  Silver. 
1912.  190  p.  $.36.  Contains  many  of  the  poems  sug- 
gested in  the  Manual,  and  others,  for  little  children.  No 
music. 

"Stevenson,  Burton,  E.  Home  Book  of  Verse  for  Young  Folks. 
Holt.  1915.  538  p.  $2.00.  A  very  comprehensive  col- 
lection for  children,  from  Mother  Goose  and  many  English 
and  American  poets.     Charming  decorations  by  Pogany. 

Wiggin,  Kate  Douglas  and  Smith,  Nora  A.  Pinafore  Palace. 
Doubleday.  1910.  248  p.  $1.50.  Mother  Goose  and 
other  rhymes  for  the  nursery,  selected  by  kindergartners. 

7.  Reading  Lists. 

Jordan,  Alice  M.     1000  good  Books  for  Children.      U.  S. 

Bureau  Ed.     1914.     40  p.     $.05.     Annotated  list,  chiefly 

story  books,  some  science  and  history. 
II.   The  Story-teller's  Magazine.     Newson  &  Co.,  New  York. 

$1.00     Articles    on    story-telling;     stories    for    children; 

book  reviews. 
John  Martin's  Magazine.     John  Martin's  House.     Garden 

City,  Long   Island,  N.   Y.     $3.00.     A   quaint  and   jolly 

magazine  for  children  3  to  12  years. 

Chapter  XVII.    Science  and  History 

A.  Science. 
I.   1.  Biology,  general. 

fBigelow,  Maurice  A.  and  Anna  N.     Applied  Biology.     Mac- 
millan.     1911.     583  p.     Illus.     $1.40.     A  comprehensive 


BIBLIOGRAPHY  409 

and  authoritative  book  including  general  biology,  botany, 
zoology,  human  physiology  and  hygiene,  embryology.  A 
source  book  for  facts. 

tHodge,  Clifton  F.  Nature  Study  and  Life.  Ginn.  1902. 
514  p.  Illus.  $1.50.  Studying  nature  in  the  environ- 
ment, learning  how  to  tame  birds,  care  for  animals,  pets, 
aquarium  and  vivarium ;  how  to  prevent  the  spread  of 
insect  pests.     A  guide  book  with  the  children. 

fMorley,  Margaret  W.  A  Song  of  Life.  McClurg.  1891. 
155  p.  Illus.  $1.25.  A  book  for  little  children  on  the 
elements  of  development  of  life  and  a  new  generation,  in 
plants,  fishes,  frogs,  birds,  mammals ;    told  in  story  form. 

fVerrill,  Alpheus  H.  Boy  Collector's  Handbook.  McBride. 
1915.  290  p.  Illus.  $1.50.  How  to  collect  and  pre- 
serve minerals,  plants,  fresh  water  animals,  shells,  stamps, 
coins,  postcards,  relics.  Use  of  camera  and  microscope  in 
collecting. 
II.  The  Guide  to  Nature.  The  Agassiz  Assn.,  Sound  Beach, 
Conn.  $1.00.  Interesting  articles  for  children,  on  nature. 
III.  The  Agassiz  Association,  Sound  Beach,  Conn.  Edward  F. 
Bigelow,  President.  A  nature  study  organization  for  children. 

2.  Animals. 

"Davidson,  Gladys.    Helpers  without  Hands.    Stokes.    1914. 

117  p.     Illus.     $2.25.     Animals  in  all  parts  of  the  world, 

and  how  they  help  man.     Illustrated  in  color  by  Ed. 

Noble. 
°Dugdale,  Florence  E.     Illus.  by  E.  J.  Detmold.     Book  of 

Baby    Beasts.      Button.     1912.      120   p.     Illus.      $3.00. 

With  19  large  illustrations  in  color. 
°Eddy,  Sarah  J.    Friends  and  Helpers.     Ginn.     1899.     232  p. 

Illus.     $.60.     Friendly  stories  and  poems  about  animals 

and   birds.     Illustrated    from    photographs    and    famous 

paintings. 
Lang,    Andrew.     The    Animal    Story    Book.     Longmans. 

1909.     400  p.     $2.00.     Stories  of  animals  from  literature 

and  history. 
Pierson,  Clara  D.     Among  the  Meadow  People.     Button. 

193    p.    Illus.     $1.00.     Stories    for   children   of    common 

animals  and  birds  that  live  in  the  meadows. 
Schwartz,  Julia  A.     Wilderness  Babies.     Little.     1905.     226 

p.     Illus.     $1.50.     Stories  of  how  many  kinds  of  animals 

care  for  their  little  ones. 
Seton,  Ernest  Thompson.     Wild  Animals  at  Home.     Bouble- 

day.     1913.     226    p.     Illus.     $1.50.     The    author's    per- 


410  BIBLIOGRAPHY 

sonal  adventures  in  studying  wild  animals  in  their  native 
habitat.  Over  150  sketches  and  photographs  by  the 
author. 

**Book  of  the  Zoo.  Dutton.  Linen,  $.75.  Large,  beauti- 
ful picture  book.     (Many  others  at  from  $.25  to  $2.00.) 

°Animal  Book.  Gabriel  &  Sons,  New  York.  25  p.  Linen. 
$.50.  Beautiful  animal  picture  books,  illustrations  painted 
from  life. 

3.  Insects,  Sea-shore,  Birds. 

Comstock,  John  H.  Insect  life.  1897.  347  pp.  lUus. 
$1.75.     Habits,  life  histories,  appearance,  identification. 

Kellogg,  Vernon.  Insect  Stories.  Holt.  1908.  298  p. 
Illus.  $1.50.  Stories  of  how  the  author  and  a  little 
girl  observed  and  collected  insects. 

Mayer,  Alfred  G.  Sea-Shore  Life.  Barnes.  1906.  Illus. 
Bibl.  181  p.  $1.20.  Shells  and  seawood  found  along  the 
Atlantic  coast  of  America.  Illustrations  in  color.  A 
source  book  and  aid  in  identification. 

^Burroughs,  John.  Bird  Stories  from  Burroughs.  1911. 
Houghton.  171  p.  Illus.  $.80.  Delightful  stories  by 
the  great  naturalist,  illustrated  in  color  and  in  black  and 
white  by  Louis  Agassiz  Fuertes. 

°Dugdale,  Florence  E.  Ulus.  by  Detmold.  Book  of  Baby 
Birds.  Dutton.  1911.  120  p.  Illus.  $3.00.  Nineteen 
large  pictures  in  exquisite  color. 

°Miller,  Olive  Thorne.  The  Children's  Book  of  Birds. 
Houghton.  1915.  212  p.  Illus.  $2.00.  Stories  of  the 
common  birds,  identification,  attracting.  Some  illustra- 
tions in  color.     Excellent  first  book. 

Reed,  Charles  K.     Bird  Guide.     Land  birds.     $1.00. 

Water  birds.  $1.00  McClurg.  Pocket  edition,  with  illus- 
tration in  color  of  each  species. 
1.6.  °Audubon  Bird  Charts.  Bradley.  Large  wall  charts. 
Each,  $.50.  About  twenty-five  common  birds  shown  on 
each  chart,  in  color.  Two  charts  for  land  birds,  one  for 
water  birds. 

"Mumford  Bird  Pictures.  A.  W.  Mumford,  Chicago.  $1.80 
per  hundred.     Loose-leaf  pictures,  natural  color  and  size. 

"Audubon    Bird    Pictures.     Appleton.     $1.80  per  hundred. 

Pictures  natural  size  and  colorings. 

II.   Bird  Lore.     Publication  of  the  Audubon  Society.     Appleton. 

$1.00.     Stories  of  birds  and  bird  life. 

III.   National   Association   of   Audubon   Societies.     New   York. 

Membership  organization,   with   Junior   Department  for 


BIBLIOGRAPHY  411 

children   interested   in  birds;    issues   bird   pictures   and 
other  bird  literature. 

4.  Flowers,  Plants,  Gardening. 

Levison,  J.  J.  Studies  of  Trees.  Wiley.  1914.  253  p. 
Illus.  $1.60.  Identification,  structure  and  care  of  trees; 
woods  and  their  use. 

Mathews,  F.  Schuyler.  Familiar  Features  of  the  Roadside. 
Appleton.  Illus.  $1.75.  A  handbook  to  aid  in  identify- 
ing flowers  and  trees,  insects  and  birds,  commonly  found. 

Mathews,  F.  Schuyler.  Familiar  Flov/ers  of  Field  and 
Garden.  Appleton.  1915.  306  p.  Illus.  $1.40.  Iden- 
tification, arranged  by  months ;  illustrated  with  about  200 
drawings. 

Stark,  F.  W.  Wild  Flowers  Every  Child  Should  Know. 
Doubleday.  $.50.  The  most  common  of  the  wild  flowers. 
Some  illustrations  in  color. 

Dixon,  Royal.  The  Human  Side  of  Plants.  Stokes.  1914. 
201  p.  Illus.  $1.50.  Interesting  things  that  plants  do, 
such  as  going  to  sleep,  swimming,  walking,  foretelling  the 
weather;  has  all  the  human  interest  of  purely  fanciful 
tales  about  flowers,  and  is  scientifically  accurate. 

Duncan,  Frances.  When  Mother  Lets  us  Garden.  Moffatt. 
1910.  Ill  p.  Illus.  $.75.  Simple  directions  for  out- 
door and  indoor  gardening.  Breathes  the  spirit  of  the 
garden;   charming  pictures  and  quotations. 

5.  Physics,  Chemistry,  Physical  Geography,  Geology,  As- 
tronomy. 

Clark,  Bertha  M.  General  Science.  A.  B.  Co.  1912. 
363  p.  Illus.  $.80.  Physics  and  chemistry  of  everyday 
life.  Suggestions  for  observations  and  experiments. 
Source  book. 
fHolden,  E.  S.  Real  Things  in  Nature.  Macmillan.  1910. 
443  p.  Illus.  $.65.  Comprehensive,  including  some- 
thing of  each  of  these  sciences,  and  some  primitive  life 
history. 

Blackwelder,  Eliot,  and  Barrows,  H.  H.  Elements  of 
Geology.  A.  B.  Co.  1911.  475  p.  Illus.  Bibl.  $1.40 
Structure  of  the  earth,  work  of  atmosphere,  streams, 
glaciers ;  changes  in  oceans,  lakes,  rivers ;  how  mountains 
and  plains  are  formed ;  the  geological  ages  of  the  past. 
Source  book. 

Houston,  Ed.  J.  Wonderbook  of  the  Atmosphere.  Stokes. 
1907.     326    p.     Illus.     $1.50.     Climate,    winds,     clouds» 


412  BIBLIOGRAPHY 

stonns,  rain,  snow,  lightning ;  heat,  light  and  sound  waves. 
Authoritative  answering  for  the  child's  questions.  Source 
book. 

St.  John,  T.  M.  Fun  with  Magnetism.  St.  John.  New 
York  City.  Illus.  $.35.  Book  of  directions,  magnet  and 
apparatus  for  games. 

St.  John,  T.  M.    Fun  with  Electricity.    St.  John.    Illus.    $.65. 

St.  John,  T.  M.  Fun  with  Chemistry.  St.  John.  Illus. 
$.65.     Directions  for  apparatus  and  games. 

Ball,  Sir  Robert  S.  Starland.  Ginn.  1907.  402  p.  illus. 
$1.00.  Authoritative  and  interesting  accounts  of  the  sun, 
moon,  planets,  comets,  constellations. 

t°Porter,  Jermain  G.  The  Stars  in  Song  and  Legend.  Ginn. 
1901.  129  p.  Illus.  $.60.  Myths  of  the  stars;  sky 
maps  showing  constellations.     Illustrations  by  A.  Diirer. 

Forman,  S.  E.  Stories  of  Useful  Inventions.  Century. 
1911.  Illus.  248  p.  $1.00.  Tracing  development  from 
ancient  to  modern  times  of  lighting,  heating,  vehicles,  and 
modern  use  of  steam  and  electricity. 

Towle,  George  M.  Heroes  and  Martyrs  of  Invention.  Lo- 
throp.  1890.  Illus.  202  p.  $.75.  Inventors  in  ancient  his- 
tory, Gutenberg,  Palissy,  Watt,  Fulton,  Howe,  and  others. 

Wright,  Henrietta  C.  Children's  Stories  of  Great  Scientists. 
Scribner.  1909.  350  p.  Illus.  $1.25.  Interesting 
stories  of  Galileo,  Newton,  Franklin,  Linnaeus,  Faraday, 
Agassiz,  Darwin,  Huxley  and  others.     Source  book. 

6.  Geography  and  Travel. 

Andrews,  Jane.  Seven  Little  Sisters.  Ginn.  127  p.  Illus. 
$.75.  Stories  of  children  of  other  countries,  as  told  to 
children. 

^Barnard,  H.  Clive.  Pictures  of  Famous  Travel.  Mac- 
millan.  1914.  64  p.  Illus.  $.75.  Ships  and  explorers 
from  historic  to  modern  times  told  chiefly  by  the  60 
pictures,  31  of  these  in  color. 

Carpenter.     How  the  World  is  Fed.     1907.     340  p. 

Carpenter.     How  the  World  is  Clothed.     1908.     340  p. 

Carpenter.  How  the  World  is  Housed.  A.  B.  Co.  1911. 
352  p.     Illus. 

$.60  each.  Geographical  readers,  showing  the  raising,  pro- 
curing, manufacture  and  transportation  of  the  necessities 
of  life,  in  all  parts  of  the  world.     Source  book. 

°Dunham,  Edith.  Jogging  Round  the  World.  Stokes. 
1905.     80    p.     Illus.     $1.60.     Steeds    and    vehicles    in 


BIBLIOGRAPHY  413 

strange  lands  and  at  home,  with  36  large  illustrations  from 
photographs,  in  color. 

Hall,  Katharine  S.  Children  at  Play  in  Many  Lands. 
Revell.  1912.  92  p.  Illus.  $.75.  Games  played  by 
children  in  many  countries,  with  directions. 

Morris,  Charles.  Home  Life  in  Many  Lands.  Vol.  I. 
Lippincott.  1906.  250  p.  Illus.  $1.00.  A  geographical 
reader  describing  ways  of  living  in  other  countries.  A 
source  book. 

°Synge,  M.  B.  A  Book  of  Discovery.  Putnam.  1912. 
554  p.  Illus.  $2.50.  The  world's  explorations  from  the 
earliest  historical  times  to  the  finding  of  the  South  Pole. 
About  150  illustrations. 

Little  People  Everywhere  Series.  Little.  14  vol.  Illus. 
$.50  each.  Stories  of  child  life,  play,  home  life,  centering 
about  imaginary  individual  children  in  some  foreign  land. 

(See  also  Laura  B.  Starr,  Mary  H.  Wade.     Chap.  XV.) 
XL   Everyland.     A  magazine  for  children.     Stories  and  pictures 
of  children  and  ways  of  living  in  all  parts  of  the  world. 
156  Fifth  Ave.,  New  York.     $1.00. 

National  Geographical  Magazine.  National  Geographical 
Society.  Washington,  D.C.  $2.00.  Many  interesting 
articles  on  countries  and  peoples,  illustrated  with  numer- 
ous photographs. 

Home  Progress  Magazine.     (Chapter  I.) 

St.  Nicholas  Magazine.  The  Century  Co.  New  York. 
$3.00.     Includes  interesting  articles  on  science  for  children. 

Stereographs  and  lantern  slides  illustrating  geography,  travel, 
sciences,  issued  by  Underwood  &  Underwood,  New  York 
City,  and  by  Keystone  View  Co.,  Meadville,  Pa. 

Lanterns  and  balopticons  (for  throwing  any  picture  on  a 
screen),  furnished  by  Bausch  &  Lomb,  New  York  City. 

B.  History. 

1.   Anthropology,  Primitive  and  Indian  Life. 

Clodd,  Edw.  The  Childhood  of  the  World.  Macmillan. 
1914.  240  p.  Illus.  Bibl.  (New  ed.  Revised  and  en- 
larged.) $1.20.  Prehistoric  man,  early  migrations;  be- 
ginnings of  inventions,  language,  arts;  early  myths  and 
religion.     Source  book. 

Hall,  H.  R.  Days  Before  History.  Crowell.  1907.  129  p. 
Illus.  $.50.  Especially  the  early  Cave  people  and  Lake 
people;   life  of  early  Aryans. 

Waterloo,  Stanley.  Story  of  Ab.  Doubleday.  1897.  351  p. 
Illus.     $1.50.     Story  of  a  boy  in  the  time  of  the  Cavemen. 


414  BIBLIOGRAPHY 

Eastman,  Charles  A.  Indian  Scout  Tales.  Little.  1915. 
199  p.  Illus.  $.80.  Indian  methods  of  making  fires, 
wigwams,  cooking,  taming  animals,  Indian  signs  and 
language. 

Schultz,    J.    W.     Sinopah,    the    Indian    Boy.     Houghton. 

1913.  155  p.  Illus.  $1.10.  True  story  of  an  American 
Indian  boy.     Illustrations  by  E.  Boyd  Smith. 

fSeton,  Ernest  Thompson.  Woodcraft.  Doubleday.  1912. 
567  p.  Illus.  $1.75.  Indian  traits  and  ways;  Indian 
names  and  their  meaning;  Indian  songs,  dances,  cere- 
monies ;  stories  of  Indian  characters ;  scout  craft,  camping 
and  camp  craft.     Over  500  illustrations. 

2.  Ancient  and  Classic  History. 

Arnold,  Emma  J.  Stories  of  Ancient  Peoples.  A.  B.  Co. 
1901.  232  p.  Illus.  $.50.  Stories  and  legends  of  Egypt, 
Babylon,  Assyria,  Phoenicia,  Palestine,  Persia,  India, 
China. 

Gould,  F.  J.  Tales  of  the  Greeks.  Harper.  1910.  162  p. 
Illus.  $.75.  Twenty-two  tales  from  Plutarch's  Lives. 
Illustrations  by  Walter  Crane. 

Gould,  F.J.  Tales  of  the  Romans.  Harper.  1910.  167  p. 
Illus.  $.75.  Stories  from  Plutarch's  Lives.  Illus.  by 
Walter  Crane. 

*Gulick,  Charles  B.  Life  of  the  Ancient  Greeks.  Appleton. 
1907.  350  p.  Illus.  Bibl.  $1.50.  Daily  life  among 
the  Athenians ;  their  houses,  clothing,  occupations,  educa- 
tion, social  life,  customs,  child  life.  Nearly  300  illustra- 
tions. Source  book. 
fShaw,  Charles  D.     Stories  of  the  Ancient  Greeks.     Ginn. 

1903.  300  p.  Illus.  $.60.  Part  I  contains  many  of  the 
myths ;  Part  II,  Greek  history  in  story  form.     Source  book. 

3.  Mediaeval  to  Modern. 

Andrews,  Jane.  Ten  Boys  on  the  Road  from  Long  Ago  to 
Now.  Ginn.  243  p.  $.50.  Stories  of  the  boy  life  of 
ten  famous  men  of  ancient  and  mediaeval  times. 

''O'Neill,  Elizabeth.     A  Nursery  History  of  England.    Stokes. 

1904.  186  p.  Illus.  $2.25.  Story  of  England  for  chil- 
dren ;   many  large  colored  illustrations. 

Steedman,    Amy.     When    They    Were    Children.     Stokes. 

1914.  387  p.  Illus.  $1.60.  Stories  from  childhood  of 
forty-five  famous  men  and  women  in  mediaeval  and  modern 
history,  including  writers,  scientists,  artists,  inventors. 

(See  also  Forman,  Towle  and  Wright,  Chapter  XVII,  A  5.) 


BIBLIOGRAPHY  415 

4.  American. 

Barber,  Lucy  L.  A  Nursery  History  of  the  United  States. 
Stokes.  1916.  180  p.  lUus.  $2.00.  Simple  story  of 
great  events.     Ninety  illustrations,  many  of  them  in  color. 

Bass,  Florence  M.  Stories  of  Pioneer  Life.  Heath,  (a) 
1900.  136  p.  Illus.  $.40.  Settling  of  Middle  West; 
perils  of  pioneer  life ;  stories  of  Marquette,  Boone,  Lincoln. 

Brooks,  Eldridge  S.  The  Century  Book  for  Young  Amer- 
icans. Century.  1896.  250  p.  Illus.  $1.50.  Story  of 
a  children's  pilgrimage  to  historic  homes  and  buildings  in 
Boston,  Plymouth,  New  York,  Washington,  the  South, 
the  Middle  West. 

Earle,  Alice  Morse.  Child  Life  in  Colonial  Days.  1909. 
418  p.  Illus.  $2.50.  Home  life,  clothing,  food,  play, 
discipline.  Many  illustrations. 
fEggleston,  E.  Stories  of  Great  Americans  for  Little  Ameri- 
cans. A.  B.  Co.  1895.  159  p.  Illus.  $.40.  Stories 
of  explorers,  soldiers,  statesmen,  scientists,  inventors, 
writers,  artists. 

Eggleston,  E.  Stories  of  American  Life  and  Adventure 
A.  B.  Co.  1895.  214  p.  Illus.  $.50.  Historical  stories, 
home  life  and  customs ;  from  all  periods  and  regions. 

Gordy,  Wilbur  F.  Stories  of  American  Explorers.  Scribner. 
1906.  206  p.  Illus.  $.50.  Explorers  on  sea  and  land, 
from  Columbus  to  La  Salle.     Source  book. 

Stone,  Gertrude,  and  Fickett,  M.  Grace.  Everyday  Life  in 
the  Colonies.  Heath.  1905.  109  p.  Illus.  $.35.  Tells 
graphically  of  homes,  apparel,  occupations,  travel,  play. 

Stimpson,  Mary  S.  Child's  Book  of  American  Biography. 
Little.  1915.  251  p.  Illus.  $1.00.  Thirty  men  and 
women,  statesmen,  writers,  inventors,  artists,  scientists. 

5.  Anniversary  Days. 

Olcott,  Frances  J.,  compiler.  Good  Stories  for  Great  Holi- 
days. Houghton.  1914.  461  p.  Bibl.  $2.00.  In- 
cludes all  civic  and  religious  holidays  observed  in  America. 
Stories  from  various  writers  appropriate  to  each  holiday. 

Schauffler,  Robert  H.,  editor.  Series  on  Our  American 
Holidays.  Moffatt.  1908-14.  about  300  p.  per  volume. 
$1.00  each.  One  volume  devoted  to  each  holiday,  giving 
origin,  significance,  appropriate  quotations,  suggestions  for 
celebration. 

6.  Bibliography. 

Cleveland  Public  Library.  Reading  Lists  for  Special  Days. 
H.  W.  Wilson  Co.     Minneapolis.     1911.     148  p.     Paper, 


416  BIBLIOGRAPHY 

$.25.  Lists  of  books  and  magazine  articles  with  refer- 
ences, for  understanding  and  celebration  of  special  days. 
Andrews,  Chas.  M. ;  Gambrill,  J.  Montgomery ;  Tall,  Lida 
Lee.  Bibliography  of  History.  Longmans.  1911.  224  p. 
$.60.  With  descriptive  and  critical  annotations  on  each 
reference.  Includes  history  in  all  ages  and  countries, 
technical  and  popular,  historical  fiction,  children's  stories 
preparatory  to  history. 
III.  American  School  Peace  League.  Boston.  Membership  or- 
ganization, with  Junior  Department  for  children;  issues 
literature. 

Chapter  XVIII.    Handwork 

I.   1.  Teaching. 

Ledyard,  Mary  F.,  and  Breckenfeld,  Bertha  H.  Primary 
Manual  Book.  Bradley.  1911.  121  p.  Illus.  Bibl. 
$1.20.  A  large-size  volume  containing  suggestions  for 
handwork  correlated  with  art  education,  child's  interest 
in  nature,  primitive  life,  toys;  directions,  quantity  of 
material  and  equipment  needed.     Children  5  to  9  years. 

Snow,  Bonnie  E.  and  Froehlich,  Hugo  B.  Industrial  Art 
Text  Books.  Books  I  and  II.  Prang.  1915.  72  p. 
each.  $.25  each.  Suggestions  for  drawing,  cutting,  water 
color,  weaving,  paper  dolls,  stick  printing,  toy  theatres. 
5  to  8  years. 

The  Graphic  Drawing  Books.  Prang.  1914.  Book  I  and 
II.  Each,  $.15.  The  newest  ideas  in  drawing  teaching; 
each  book  contains  true  color  chart.     5  to  7  years. 

2.  Various  processes. 

Adams,  Morley.  Toy  Making  at  Home.  Stokes.  1916. 
Illus.  $.50.  Simple  directions  for  simple  toys  from  home 
materials.     4  to  7  years. 

Johnston,  Bertha.  Home  Occupations  for  Boys  and  Girls. 
Jacobs.  1908.  191  p.  Illus.  Bibl.  $.50.  Use  of  com- 
mon material  for  making  things;  collecting;  celebration 
of  festivals.     4  to  6  years. 

Rich,  G.  Ellingwood.  When  Mother  Lets  us  Make  Toys. 
Moffatt.  1915.  122  p.  Illus.  $.75.  Simple  toys  from 
pasteboard,  paper,  wood  and  common  materials. 

3.  Woodwork. 

Johnson,  B.  W.  Coping  Saw  Work.  Bradley.  Paper,  $.20. 
Directions  for  simple  work.     3  to  8  years. 


BIBLIOGRAPHY  417 

Pierce,  Frank  H.  Woodwork  for  Little  Folks.  Scribner. 
1915.  Illus.  $1.00.  Coping  saw  work.  Full  directions, 
with  drawings  actual  size,  for  toys,  jointed  birds,  animals, 
men ;   toy  furniture,  wheelbarrows,  engine.     4  to  12  years. 

Seldon,  F.  H.  Woodwork  for  Grades.  Orr  &  Locket, 
Chicago.  1913.  Ill  p.  Illus.  $1.25.  Illustrations  of 
all  tools,  equipment,  movements.  Simple  directions  for 
woodworking.     3  to  12  years. 

4.  Drawing  and  Painting. 

Soper,  Mabel  B.  Principles  and  Practice  of  Elementary 
Drawing.  Scott.  1915.  147  p.  Illus.  $1.50.  Prin- 
ciples and  methods  of  teaching  elementary  design,  draw- 
ing, color.  Written  as  a  textbook  for  normal  school 
students. 

Drawings  to  Color.  3  sets,  50  per  set.  J.  Hammett,  Boston. 
$.15  per  set.  Simple  lines.  Birds,  fruits,  animals,  chil- 
dren, flowers.     8  to  7  years. 

Mother  Goose  Color  Cards.  Bradley.  12  in  set,  $.15  set. 
To  be  colored.     6  to  9  years. 

Prang  Paint  Books.  Prang.  Size  7  X  10.  32  p.  each. 
$.10  each.  1.  Hiawatha,  2.  Robinson  Crusoe,  3.  Alice  in 
Wonderland,  4.  Hansel  and  Gretel.  Simply  drawn,  heavy 
lines.     3  to  7  years. 

McMahon,  Jo.  The  Jo  McMahon  Colorbook.  Bradley. 
1915.  $.30.  Charming  pictures,  some  humorous,  each 
with  a  brief  story  and  suggestions  for  coloring ;  loose-leaf 
form.     3  to  10  years. 

5.  Cutting  Out. 

Beard,  Adelia  B.  The  Beard  Animals.  Stokes.  1914. 
15  p.  Illus.  $.75.  A  dozen  small  common  animals,  as 
rabbit,  squirrel,  to  be  cut  out ;   life  size.     5  to  9  years. 

Chapman,  C.  Durand.  Self-made  Pictures  for  Children. 
Stokes.  1916.  Illus.  $1.00.  Pictures  in  color,  to  be 
cut  out,  pasted  and  assembled;  all  relating  to  historical 
places  and  events. 

Paper  Cutting  Designs.  J.  Hammett,  Boston.  50  in  set. 
$.15  per  set.  Flowers,  birds,  animals,  children.  Black 
on  white.     5  to  10  years. 

Wright,  Maud  A.  Bird  Cut-outs.  Bradley.  10  in  set. 
$.25  per  set.  1.  Spring  and  Summer  Birds,  2.  Summer, 
3.  Winter.  Natural  size,  to  color,  cut  out,  paste  together 
and  suspend  with  thread. 

Scantlebury,  Elizabeth  E.  Homes  of  World  Babies.  Flana- 
gan.    1910.     60  p.     $.50.     Silhouettes  of  children,  houses, 


418  BIBLIOGRAPHY 

scenes  from  home  life,  from  eight  nationalities.  Brief 
story,  using  names  in  Andrews'  "Seven  Little  Sisters." 
5  to  10  years. 

6.  Electricity  and  Physics. 

St.  John,  Thomas  M.  The  Author,  New  York  City.  1905. 
139  p.  $1.00.  Real  Electric  Toy  Making.  Simple  toys 
operated  by  magnets  and  electricity.  3  to  12  years. 
II.  Something  to  Do.  Bennet  Publishing  Co.  Boston.  $1.  A 
magazine  for  children,  with  many  suggestions  for  hand- 
work. 

School  Arts  Magazine.  Bennett  Publishing  Co.  Boston. 
$2.  Art  teachers' magazine ;  many  suggestions  for  designs, 
technique,  methods.     Source  book. 

(See  also  St.  Nicholas  Magazine,  Chapter  XV ;  Kindergarten- 
First  Grade  and  Kindergarten-Primary,  Chapter  I.) 

Chapter  XIX.    Music  and  Art 

A.  Music. 

I.   1.  Teaching. 

Damrosch,  Frank.  Some  Essentials  in  the  Teaching  of 
Music.  1916.  101  p.  $1.25.  Not  on  specific  method, 
but  some  essential  general  principles  of  musical  education ; 
what  to  expect  of  a  music  teacher. 
fLavignac,  Albert.  Musical  Education.  Appleton.  1902. 
447  p.  $2.00.  Translated  from  the  French.  Authorita- 
tive, comprehensive;  includes  both  instrumental  and 
vocal  music;  general  principles  of  musical  education; 
how  to  select  a  teacher;   when  to  begin. 

Schauifler,  Robert  H.  The  Musical  Amateur.  Houghton. 
1911.  261  p.  $1.25.  Chatty  discussion  of  the  evolution 
of  a  musical  amateur;  treats  of  the  human  rather  than 
the  technical  side  of  music  education;  some  principles  in 
childhood. 

2.  Instrumental  Rhythms  and  Dances. 

fCrawford,  Caroline,  and  Fogg,  Eliz.  R.  Rhythms  of  Child- 
hood. Barnes.  1915.  84  p.  $1.50.  Rhythms  for  the 
little  child  to  interpret  in  his  own  way,  the  beginnings  of 
folk  dancing ;   valuable  for  cultivating  sense  of  rhythm. 

Hofer,  Mari  Ruef.  Music  for  the  Child  World.  Bradley. 
$1.25.  Characteristic  rhythms,  many  of  them  simple 
classic  music,  accompaniments  simplified  for  the  amateur 
pianist. 


BIBLIOGRAPHY  419 

Crampton,  C.  Ward.  .Folk  Dances.  Barnes.  1914.  82 
p.  $1.50.  From  English,  French,  Scandinavian,  Russian ; 
with  directions. 

3.  Songs  and  Voice. 
fBentley,  Alys.     The  Song  Primer.      Barnes.      1910.     Illus- 
trated.    $.30.     A  book  of  first  songs,  melody  only,  in  large 
size  notes;    illustrations  in  color.     Simple  melodies  and 
themes. 

Bentley,  Alys.  Song  Sentences.  Barnes.  40  cards.  $.40. 
Simple  themes  printed  on  large  cards. 

Bentley,  Alys.  Tone  Plays  for  Children.  Child  Life  in 
Song  and  Speech.  Barnes.  Paper  pamphlets.  Each 
$.10.  Methods  of  education  in  tone  play  and  singing,  for 
children  four  to  seven  years. 

BuUard,  Carrie  and  Elliott,  J.  Mother  Goose  Songs.  Hinds 
&  Noble,  New  York.  124  p.  Paper,  $.50.  The  Mother 
Goose  songs  and  English  Folk  songs. 

Walker,  Gertrude,  and  Jenks,  Harriet  S.  Songs  and  Games 
for  Little  Ones.  Ditson.  1912.  136  p.  $2.00.  An  ex- 
cellent collection  of  kindergarten  songs  and  games. 

^Chansons  de  France.  Nursery  and  folk  songs  and  singing 
games.  Schirmer.  Illus.  $3.00.  Traditional  games, 
with  directions  for  playing.  French  words  only.  Illus- 
trated in  quaint  colored  pictures  by  Boutet  de  Monvel. 

Weld,  H.  P.  Mechanism  of  the  Voice  and  its  Hygiene.  Ped. 
Sem.  1910.  pp.  143-59.  Illus.  Bibl.  A  thorough  brief 
treatise,  and  invaluable  reference  list. 

Quigley,  Margery  C.  and  others.  Index  to  Kindergarten 
Songs.  Amer.  Library  Assn.,  Chicago.  1915.  286  p. 
$1.50.  Indices  by  subject,  title,  first  line,  author,  com- 
poser; lists  for  special  occasions.  Covers  all  the  sixty 
standard  collections. 

Scobey,  Katherine  L.,  and  Home,  Olive  B.  Stories  of  Great 
Musicians.  A.  B.  Co.  1905.  182  p.  Illus.  $.40.  In- 
cidents in  the  lives  of  musicians  of  interest  to  children. 

Phonograph  records  for  children  should  be  light,  happy 
rhythmic  music,  such  as  that  of  Mendelssohn's  Spring 
Song,  the  light  music  of  Schubert,  Haydn,  Weber,  Gilbert 
and  Sullivan;  not  heavy,  tragic,  complex  music  of  the 
masters  and  moderns  or  the  ordinary  light  opera  or  ballad. 

B.  Art. 

1.  History  and  Appreciation. 

Hurll,  Esther  M.  How  to  Show  Pictures  to  Children. 
Houghton.     1914.     138    p.      Illus.      Bibl.      $1.50.      The 


420  BIBLIOGRAPHY 

kinds  of  pictures  that  interest  children;  practical  sug- 
gestions for  education  in  appreciation;  classified  lists  of 
pictures.     Many  illustrations  of  famous  pictures. 

Whitcomb,  Ida  Prentice.  Young  People's  Story  of  Art. 
Dodd.  1906.  380  p.  $2.00.  Includes  sculpture,  archi- 
tecture and  painting ;  Egyptian,  Greek,  Roman,  Mediaeval, 
Modern  except  American.  Many  illustrations  of  famous 
buildings,  statues,  pictures. 

Barstow,  Charles  L.  Famous  Buildings.  Century.  1915. 
246  p.  $.60.  From  Egyptian  to  modern  times.  List  of 
representative  buildings  in  over  twenty  American  cities. 

2.  Picture  Books. 

Brook,  L.  Leslie.  Picture  books.  Nursery  tales.  Each 
paper  cover,  $.25.  Strong  drawing  and  coloring,  abundant 
humor. 

Caldecott,  Randolph.  Four  volumes,  illustrating  children's 
classics  in  verse  and  fairy  tale.  Button.  Each,  $1.25; 
or  in  separate  parts  (16),  paper  cover,  each  $.25.  Rollick- 
ing fun,  strong  color. 

Crane,  Walter.  Picture  books.  24  books.  Button.  Each 
$.25;  also  in  combined  volumes.  Fairy  tales,  fables, 
nursery  rhymes.     Bainty,  delicate  coloring. 

Greenaway,  Kate.  Mother  Goose.  Button.  $.60.  Pied 
Piper.  $1.50.  Other  volumes  with  original  stories. 
Bainty  colorings,  quaint  drawings,  touches  of  humor. 

Nister,  Ernst.  Picture  books.  Button.  Paper  covers, 
$.05  to  $.50;  Linen  books,  $.50  to  $1.00;  board  covers, 
$.50  to  $2.00.  Beautiful  books  in  color,  of  animals,  birds, 
farm  life,  fairy  tales,  nursery  rhymes,  Bible  stories. 

Gabriel  books.  Picture  books.  Paper,  $.05  to  $.50;  linen, 
$.50  to  $1.00.     Same  type  and  quality  as  Nister  books. 

(See  also  all  books  marked  °  in  previous  sections  of  the 
bibliography.) 

3.  Reproductions  of  famous  pictures  and  statuary. 
Gabriel  prints.     Series  of  12  in  package,  several  sets,   10 

X  12.     $.30  package.     Animals,  farm  life;    reprints  from 

Gabriel  books;    beautifully  colored  from  life  by  expert 

artists. 
Smith,  Jessie  Willcox.     Mother  Goose  Pictures,  in  color; 

sheets  10  X  12.     1916.     Bradley.     $.25  each. 
Gems  in  Art,  from  English  galleries.     Colored  exactly  as 

originals.     Large    size,    $.50;     small    size,    sheet    6X8, 

$.15  each,  2  for  $.25. 


BIBLIOGRAPHY  421 

Madison  Prints.     Series  of  reproductions  of  masterpieces, 

hand-colored,  large  size,  $1.00  each.     Each  picture  bears 

descriptive  note. 
Masterpieces  in  Color.     Series  of  60  booklets,  each  with  8 

reproductions,  small  size,  accurately  colored,  of  one  artist. 

Stokes.    $.75    each.     Booklets   6X8;     descriptive   and 

critical  text  by  authorities. 
Copley  Prints.     Curtis  &  Cameron,  Boston.     Reproductions, 

some  in  color,  of  modern  artists.     Prices  from  $.50  up. 
Cosmos    Prints.     Cosmos    Co.,    New   York.     Hundreds    of 

subjects,  including  famous  paintings,  statuary,  architec- 
ture, portraits.     10  for  $.25. 
University  Prints,  Boston,  Mass.     25  for  $.25. 
Perry  Pictures,  Maiden,  Mass.     25  for  $.25. 
Each  of  these  series  includes  hundreds  of  subjects,  in  black 

and  white,  famous  reproductions,  size  about  6X9,  some 

subjects  in  larger  series  at  $.05  each. 
Caproni  casts.     Caproni  &  Bro.     Boston.     Plaster  casts  of 

famous  statuary. 


Chapter  XX 

Aikens,  Charlotte  A.  Home  Nurse's  Handbook.  (a) 
Saunders.  1912.  276  p.  Illus.  $1.50.  A  very  practical 
manual  especially  for  home  nurses  and  mothers ;  includes 
obstetrical  nursing,  care  of  infants,  emergencies. 

Baruch,  S.  Principles  and  Practice  of  Hydrotherapy,  (c) 
Wood.  1908.  Illus.  550  p.  $4.00.  General  principles 
and  use  in  specific  conditions. 

Cooke,  Joseph  B.  Nurses'  Handbook  of  Obstretrics.  Lip- 
pincott.  1915.  Illus.  475  p.  $2.00.  Physiology  and 
nursing  through  pregnancy  and  childbirth ;  care  of  infants. 

Kellogg,  John  H.  Art  of  Massage.  Good  Health.  1902. 
Illus.  $2.25.  Explicit,  with  illustrations  showing  differ- 
ent movements. 

Osier,  Wra.,  and  McCrae,  Thomas.  Modern  Medicine.  Lea 
&  Febriger,  Philadelphia.  1913.  8  vols.  Symptoms, 
progress  and  therapy  of  diseases. 

Pattee,  Alid^  F.  Diet  in  Disease.  The  author,  White 
Plains,  N/Y.  527  p.  Illus.  $1.50.  General  principles 
of  feeding  in  illness;  special  diet  for  specific  disorders; 
caloric  value  of  each  recipe. 

Pope,  Amy  E.  Anatomy  and  Physiology  for  Nurses.  Put- 
nam.    1915.     596  p.     Illus.     $1.75.     Especially  clear  and 


422  BIBLIOGRAPHY 

well  illustrated;    facts  selected  with  special  reference  to 
intelligent  hygiene  and  care  in  illness. 

Cohen,  Solomon  Soils,  editor.  A  System  of  Physiological 
Therapeutics.  Illus.  11  vols.  Blakiston.  Physiological 
methods  of  preventing  and  treating  illnesses,  by  hydro- 
therapy, phototherapy,  serum-therapy,  massage,  diet. 
Special  articles  by  authorities  and  specialists.  1901-05. 
1.6.  U.  S.  Dept.  of  Agri.  Pamphlets  on  Disinfectants  and  on 
Patent  Medicines. 

Adams,  Samuel  Hopkins.  The  Great  American  Fraud. 
Amer.  Med.  Assn.  Press.  1914.  $.15.  Reprint  of  Collier's 
articles  on  patent  medicines. 

Pamphlets  issued  by  American  Medical  Association  Press  on 
patent  nostrums  and  medical  quackery. 
II.   The  Nurse.     Jamestown,  N.  Y.     $2.00.     Practical  articles 
on  home  nursing. 

^  Chapter  XXI.    Bibliographies 

Books  containing  references  lists  relating  to  the  subject  they 
treat  are  so  described.  Bibliographies  pertaining  only  to 
the  one  subject  of  the  chapter,  are  listed  in  each  chapter. 

Index  Medicus.  Carnegie  Institution,  Washington,  D.  C. 
$6.  yearly.  Hygiene,  nutrition,  therapeutics.  Covers 
American  and  foreign  books  and  periodicals.  Can  be  con- 
sulted in  medical,  technical  and  public  libraries. 

Readers'  Guide  to  Current  Literature.  Wilson  &  Co.,  White 
Plains,  N.  Y.  $12.  per  year.  Monthly  index  of  articles 
in  the  principal  monthly  and  weekly  publications,  classified 
by  subjects,  titles,  authors.  Can  be  found  in  public 
libraries. 

Cumulative  Index.  Wilson  &  Co.  $6.00  per  year.  Can 
be  found  in  public  libraries  and  at  book  publishers  and 
book  sellers.  Quarterly  announcement  of  new  books,  class- 
ified by  titles  and  authors. 

Olcott,  Frances  J.  The  Children's  Reading.  Houghton. 
1912.  338  p.  Discussions  of  children's  books;  lists  of 
stories ;  annotated  list  of  children's  books,  and  editions  of 
children's  classics,  books  on  science,  history,  travel,  art; 
purchase  list. 

Supplementary  bibliographies.     School  of  Mothercraft. 

A.  Family,  Horne,  Marriage,  Eugenics.     $.25. 

B.  Parenthood,  Maternity,  Care  of  Baby.     $.25. 

C.  Child  Hygiene,  Feeding,  Nutrition,  Therapeutics.     $.25. 

D.  Child  Study,  Education,  Play,  Stories.     $.50. 


BIBLIOGRAPHY  423 

These  are  pamphlets  uniform  in  method  of  annotation  with 
the  preceding  list,  and  are  brought  up  to  date  annually. 

Classics  and  popular  science  books  in  cheap  editions : 
World's  Classics.     Dutton.     Per  volume,  $.25. 
The  People's  Books.     Dodge  Publishing  Co.,  N.  Y.  C.    $.25. 
Everyman's  Library.     Dutton.     $.35  and  $.70. 
Macmillan  Pocket  Series.     Macmillan.     $.25. 
Oxford  Series.     Oxford  University  Press,  New  York  City. 

$.35  and  $.60. 
Winston  Classics.     Winston.     $.55. 
Boy  Scout  Series.     Doubleday. 
Riverside  Classics.     Houghton. 

School  editions  of  classics  by  Ginn,  Heath,  American  Book 
Co. 


INDEX 


Accuracy,  42,  86,  201,  207-9,  253, 

259-62 
Adenoids,  115,  117,  122,  137,  146, 
153,  227,  232,  234,  237,  251, 
371 
Adolescence,   29,   75,   52,  63,   102, 

123,  149,  198,  205,  211 
Esthetic    interest,     development, 
48,   59,   61,   240,    248,   252, 
258,  286,  329,  336 
training,   151,   195,   247-8,   250, 
252,    256,    259,    262,    290, 
299,  318,  328-36 
Affection,  expression  of,  214,  256 
Age,  47,  159-60,  163-4,  370-5 
Air,  cold,  108 

fresh,  70,  86,  107-10,  122,  126-7, 

153,  157,  339,  362 
bad,  108,  115,  122,  135,  137 
night,  107-8 
Airing,  child,  87,  90,  108-9 

rooms,  99,  108,  124 
Alcohol    (drinking)    16,    17,   36-7, 
68,  75,  80,  102-3,  123,  146, 
164,  175,  235,  371 
as  antiseptic,  139,  343,  357,  362 
for  skin,  79,  135,  139,  343-58 
Altruism,   49,   52,   211-14,   242-3, 

249,  257,  262 
Anemia,   36,   58,   60,    166,    236-7, 
338-41 
treatment,  134,  343 
Anger,  child,  114,  117,  158 

mother,  74,  104 
Animals,  251,  255,  303,  309,  332, 
336 
toy,  254,  290-5,  318-23 
Antiseptics,  139,  149 
Apartment  life,  for  baby,  109,  246 
Appetite,  157-8,  338-43,  349 
training,   164-5,   174,   193,    214, 
217 


Artificial     feeding,      100-2,      115, 

234,  370,  379 
Attention,     development,     55-61, 
211,  239 
training,   208-9,   213,   216,   256, 
278,  283,  291,  302 
Auto-education,  203 
Auto-intoxication,  168 
causes,  166,  168,  173 
effects,  67,  160,  167,  236 

Baby,  care,  76-118 

See  Bathing  ;    Education,  be- 
ginnings ;     Feeding  ;     In- 
fancy ;  Mortality 
Balanced  ration,  defined,  159 
Balancing,   252-3,   272-3 
Barley,  104,  107,  189,  346 
Bathing,  233 
babies,  94-9 

children,  121-5,  131-4,  178 
equipment,    78-9,    87,    95,    131, 

342,  352 
in     illness,      132,     337,     343-5, 

348,  352,  354,  356 
in  maternity,   68-9 
temperatures,  68,  94,  97,  132-3 
times,  87,  133,  343 
Baths,  air,  98,   121,  123,  133 
bran,  131,  356 
cold,  babies,  94,  97 
children,    121,    131-2 
maternity,  68 

effects,   122-3,   131,   202,    344 
iniUness,  132, 343,  348, 352, 354 
temperature,  94,  97,  132,  348 
when  avoided,  68,  132,  348 
hot,  344-5,  351-3 

in  illness,  344-5,  347,  353 
leg,  344-5,  351,  353 
Hght,  134 
mustard,  345,  352 


425 


426 


INDEX 


Baths  —  Continued 

neutral,  temperature,  69 
salt,  69,  132^,  356 
shower,   132 
soda,  starch,  356 
eun,   121,    123,    133^,  343,  353 
sponge,  babies,  94,  97 
children,  132-3 
in  illness,  348,  352,  354 
tub,  babies,  94,  97 
children,  133 

in  iUness,  344-5,  352,  354 
warm,  babies,  94-98 
children,   132-3 
temperature,     69,      94,      133, 
353 
Bed,  baby's,  77,  80,  107-110 
child's,   124,   126,  149 
mother's,  73 

in   niness,    338,    344,    346,    348, 
359 
Bedtime,  baby,  110,  112,  233 
children,  120,  125-8,  133-4,  147, 
149,  157,  176,  218,  233,  257, 
302 
Bed-wetting,  127,  128,  145, 
Beef  juice,  food  value,  173,  355 
Beer,  103,  164,  175 
Bible,  stories,  221,  263,  300-8. 

teaching,  221,  258 
Binders,  65-6,  80-2,  89,   116 
Binet  tests,  225 
Biography,  259,  263,  299,  303,  306, 

308,  315 
Biology,  1,  5,  34-9,  199 

teaching.  215,  255,  260,  309-11 
Birds,   215,  254-5,  260,  322 
Birth,  care  at,  358-60,  379 

reducing  pain,  64-5,  67,  75,  92, 

358-60 
control,  39 

intervals  between,  39,  115,  359 
marks,  74 ;    rate,   39 ;    registra- 
tion, 377 
child's  questions  regarding,  147, 
150,  257,  310 
Bladder,  learning  control,  87,  91, 

127    129 
Blindness, '36,  37,  38,  54,  142 
preventing,  97,  359 


Blood,   121-2,   172-4,  233,  341-2, 
344,  351 
miaternal,  66,  74 
poisoning,  preventing,  349-50 
pressure,  52,  58,  60,  232 
Books,  use  of,  xiii,  247,  309,  315 
for  children,  141,  205,  260,  335 
Boric   acid,    79,    96-8,    104,    137, 
142,  149,  343-4,  348-9 
for  eyes,  347,  362 
to  make,  362 
saturated  solution,  362 
Bowels,  regulating,  87,  91,  104,  121 
Braces,  135,  144 
Brain,  48-50,  54,  56,  58,  86,  107, 

201,  211 
Breast,  care,  65,  102,  104,  358,  360 
feeding,  98-106,  360,  370,  378-9 
Breathing,  60,  70,  120-2,  134,  143, 
147 
observation  of,  225,  232,  236-7, 
339 
Bronchial  disease,  54,  56,  58,  60, 

108,  234 
Broths,    159,    163,    173,    190,    193, 

355 
BuUding,  211,  249,  254,  258,  270 
Burns,  349,  338 
Buttermilk,  67,  186,  355 

Caloric  needs,  to  compute,  177 

children,  159,  160,  175,  179-183 

women,  66 
Calories,   to   compute  cost  of,   26 

definition,  159-60 

100-calorie   portions,    173,  177- 

83,  365-8 

Candy,  156,  164-5,  174,  214,  349 

Carbohydrates,  168;   160-9,  365-8 

Carpentry,  147,  254,  270,  272,  274, 

318-23 
Castor  oU,  345,  361,  362 
Cats  and  dogs,  dangers,  76,   110, 
156,  342-3 

in  play,  148,  293-4,  303 
Cellulose,  162,  166,  170-1,  186-7, 

355 
Cereals,  102,  169-72,  188-9,  192-4 

for  babies,   106,   163 
Chafing,  92,  98,   148,  356 


INDEX 


427 


Chapping,  134,  344 
Character,  28,  212,  248 
Chest,  care,  122,  129,  132 

girth,     151-2,     226,     229,     336, 
372 
Child,  exceptional,  85,  205 

individual,   42,    46,   102,   176-7, 
194,  223  £f.,  246 
Child's  room,   126,  268,  332 
Child  hygiene,  85-119-95,  249-71, 
290-1,  320,  336,  363,  370-1 
knowledge  of,  4,  37,   117,  153 
Child  study,  4,  41-2,  41-61,  223, 
245 
schedules,   226-245 
tables,  48-61 
Child  welfare,  6,  11,  12,  13,  16,  18, 

29,  31,  39,  40,  63,  215 
Children's  Bureau,  6 
Chills,  121,  134,  338-^1,  344,  348, 

352 
Choking,  346,  350 
Christ,   11,   12,  263 
Church,   201,   220,    223,   258,   263 
Circulation,    133,    159,    168,    170, 
232-3,  376 
increasing,  121,  124,  131-2,  138, 

145,  351-3 
poor,  120,  135,  153 
Circumcision,     54,    99,     111,   117, 

128,  147-8 
City,  45,  109,  137,  151,  246 
Cleaning,   24 
nursery,  98-9 
toys,  86,  99,  290,  342 
Cleanliness,  in  baby  care,  86,  102, 
251 
child  care,  131^9,  251 
food,  156-7,  184-5,  187 
illness,  342-3,  356,  359,  379 
teaching,  251,  253 
Climbing,    142-3,    249,    253,    259, 

270-3 
Clothing,  babies,  81-4,  88-94,  111, 
113-4 
chUdren,  113,  129-31,  134,  148, 

206,  253 
maternity,  63-6 
and  food  requirements,  159 
laundering,  93 


play,  130,  133,  267,  271 

readymade,   130 

for  sick  nursing,   356 

tight,  65,  89,  92,  114,  116,  131, 

247 
overclothing,  89,   129,  347 
Coffee,    avoidance,    children,    164, 
175 
maternity,  67 
stimulant  in   shock,   350 
Cold  applications,  effects,  351-2 
Cold  compress,  how  to  use,  352, 
354 
uses,  345-50 
Colds,  causes,  89-90,  108, 122,  129, 
160,  166,  236,  344 
care,  132,  342,  344 
disease  symptom,  338-41 
effects,  121,  137,  144,  378 
prevention,   99,    100,    111,    115, 

131-4 
treatment,  344,  354-5 
Colic,   causes,    102,    105,   345 
symptoms,  114 
treatment,  116,  344-5 
Collecting,   educational,    255,   260 
interests,  255,  258,  262-3,  272, 
274,  312 
Collections,       classifying,       trains 

reasoning,  211 

Color,  interest  in,  54,  59,  210,  239- 

40,  248,  251,  272,  286,  335 

education,     206,     249-58,     290, 

301,  319,  322,  327,  331,  335 

Comradeship,  in  marriage,    10-18 

parents    and    children,    28,    52, 

151,  195,  216,  218,  247,  268 

Concentration,  239,  245 

training,  49,  208,  249,  256,  277, 

281,  302-3 
See  also  Attention. 
Confidence,  self,  51,  55,  217,  257, 
259,  321 
in  marriage,  14-19 
between   parents   and   children, 
148-9,  213,  218 
Congenital  factors,  235 
debility,  54,  115,  378 
infection,  35 
influences,  63-75 


428 


INDEX 


Congestion,    treatment,    69,    127, 
344,   347,   351,   353-i,   360 
Conscience,     development,     50-2, 
61,  243 

cultivating,  217,  262 
Consistency,  216-7,  219,  244 
Constipation,  232,  234,  236 

causes,   102-3,   166,  359 

effects,  114,  120,  12S,  146,  167-8 

prevention,  67,  121 

treatment,    67,  71,   106-7,    113, 

116,  145,    170,    338,    345, 
355,  357 

Construction,  251,  254,  258,  259, 
261,  263 

See    also    Cabpentry  ;    Hand- 
crafts. 
Continence,    39,    63,    64,    75,    115 
Convulsions,  causes,  54,  107,  166, 
186,  379 

disease  symptom,  338-41 

treatment,  345,  353 
Cooking,    176,    186-93,    256,    261 
Co-operation,  25,  27,  212 

development,    48-61,    243 

in  marriage,  10-15,  39 
Corsets,  65,  130 
Cough,   131,   228,   234,   338-41 

treatment,  346,  354 
Counter-irritants,  351,  353-4,  363 

uses,  346-9 
Country,   18,   27,  70,   109,   151-2, 

247,  371 
Courtesy,  49,   51,   147,    195,   204, 

212,  216,  245,  257,  277 
Cramps,    338,    346,    351 
Creative   work,    values,    208,    210 

in  education,  28,  63,  303,  317, 
321,  331,  333-4 

See       CoNaTRUCTioN ;      Hand- 
crafts ;    Improvisino. 
Crossness,    causes,    105,    114,    250 

treatment,  110,  143,  145 
Croup,  56,  68,  115,  131,  152,  378 

treatment,  346 
Crying,  causes,  114,  346,  350,  251 

development,  53,  112 

feeding  when,   158 

treatment,  88,  105-6,  110,  114, 

117,  158 


Curiosity,  48-61,  146-7,  150,  239, 

245,  258,  291 
Curvature,    54,    56,    58,    60,    143, 

153,  229,  233 
treatment,  86,  116,  143 
Cuts,  338,  350 

Dancing,  59,   142,   147,   149,   150, 
205,  252-3,  256,  259,  272-3, 
316 
Deafness,  36,  38,  143,  235 
causes,    122,    137,   341 
symptoms,   237 
Defects,  physical,   17,  54,  56,  68, 
60,   120,   153,  235,  241 
causes  and  prevention,   36,  38, 

74,  116-7,  153 
scoring,  226-33 
See  Mental  defects. 
Development,       cliild,       197-200, 
202-3,  225,  246 
general  principles,  43-61 
recording,    223-45 
Dewey,  John,  42,   152,   197,  203, 

246,  309 

Diapers,  80-1,  87,  91-3,   116 

laundering,  93 

diapering,  91-93,  116 
Diarrhea,    232,    234,    338,    378-9 

causes,   115,   120,   167 

treatment,    100,    106,    163,   346, 
355 
Diet,  according  to  age,  163-5 

balanced,  160,  175,  60,  100 

laxative,  67,  103,  171 

toxin-free,   64,   354 

wrong,    106,    155-6,    167,    172, 
174-6,    194,   371 

See  Feeding  ;  Foods. 
Dietaries,  177-83 
Digestion,  145,  155,  231,  233,  235 

development,     107,     120,     172, 
186-7 

physiology,      157-173,      186-7, 
193-4 
Diphtheria,  55,  58,  60,   100,  116, 
122,  139,  234,  378 

symptoms,  340 
Discipline,  16,  217,  244 

training   in,    61,    87,    114,    177, 


INDEX 


429 


Discipline  —  Continued 

147-8,  151,  193,  217,    244, 
247 
Disease,    causes,    115,    120,    137, 
165-7 
in  child's  history,  234 
germs.      See     Diseases,     com- 
municable ;  Infection. 
Diseases,  communicable,  115,  234, 
339-41 
heredity,  36-38,  234 
mortality,   54,    56,    58,    60,    115 
nursing  in,  356 
See  Inb'ection. 
Dishes,  for  children's  use,  192,  193 
making  toy,  318,  327 
disinfecting,  362. 
Dishwashing,    22,    24 
Disinfectants,  361-2 
Disinfecting,  93,  139,  149,  359,  362 
Doctor.     See  Physician. 
Doing,  feeling  and  thinking,  204, 

317 
DoU-house,  256,   294,    296,  323-4 
Dolls,  at  bed  time,  149 

cultural   values,    282,    288,    312 
interest  in,   263,    270-3,   287-9, 

293-7,  322,  336 
making,  254,  318,  321-2,  328 
selecting,   287-91,   293-7 
Domestic  efficiency,   15-21,  216 
Douching,  nasal,  137,  343,  344,  346 

vaginal,  69 
Dramatization,  education  through, 
253,  266,  278,  282,  302 
educational  values,  208,  210,  334 
interest  in,  49,  50,  58,  240,  272, 
302 
Drawing,    interest    in,    251,    258, 
262,  271,  272 
materials  for,  262,  319,  332 
teaching,   254,   262,   318,   333-4 
Dreaming,   145,   157,  200 
Dressing  self,   124,  206,  231,  253 
Drowning,  60,  337 
Dust,   24,   80,  99,    109,    111,   115, 
137,    156,   184,    338,  342-3 

Earache,   122,  137,  234,  338-40 
treatment,  346,   353-4 


Ears,  228,  233 

care,  96,  98,  131,  137 
disorders,  56,  58,  153 
discharges,  343,  362 
Eating,  rapidly,  156,  194 

when  not,  158-9,  194,  214,  354 
overeating,    (mother)    66-7,   75, 
102-3,  359 
Economy,  20  ff. 

in  education,  197,  200-5,  208-9, 
215-6,  219 
Eczema,  82,  131,  228,  234,  347 
Education,  defined,  196-7,  222,  246 
function,  197 
purposes,  196-8,  246 
scope,  247-8 

for  living,  4,  7,  28,  86-7,   130, 
195-222,  247 
Education,  by  apparatus,  222 
pictures,  212,  322 
plays     and     games,     197,     203, 

206-9,  212-4,  264-84 
stories,    207-13,    221,    299-311, 

314-5 
toys,  203,  206,  215,  285-98 
Education,   (bases)   biology,  45-7, 
199-203 
child  study,  197,  223,  246 
Education,  45,  86-7,  91,  110,  114, 
119,      196-9,     201     205-8, 
211,    214,    219-20,    248-51, 
269-70,  278-80,  293-4,  304- 
5,  309,  330,  332 
Education,  as  development,  96-8, 
203 
through  books,  198,  205,  309 
by  trial  and  error,  197 
Education,  through  example,  196, 
201,   206,   210-1,   214,   220, 
249,  253,  256-8,  330,  332 
through    experience,    205,    217, 

246-7,   249-63 
through  physical  regimen,  85-6, 
101,  105,  111,  114,  119,  123, 
126,   129,    134,    194-5,   206, 
210,   214-5,   249-53 
Education,  home  environment  for. 
See  Family  ;  Home. 
mother's  responsibility  in.     See 
Mother. 


430 


INDEX 


Education  —  Continued 

teacher's  part  in,  196,  198,  203- 
5,  207,  222,  265-6 
Education,   methods,    196-222 
natural,  203 
race  methods,   197 
Education,      physical      conditions 
for,     119,     122,     139,     141, 
146-7, 152, 155, 199,  203, 206 
relations  of  environment  to,  28, 
196-7,    199,    202-3,    206-8, 
219-20,  246-7,  330,  332,  335 
See  Interests. 
Educators,  152,  196,  222 
Eggs,  cooking,  189-90 

in  diet,  67,   162^,   194,  355-6 
values,  27,  162,  168-9,  172,  178, 
180 
Electricity,    uses,    23,    188,    256, 

261,  263 
Elimination,    64,    68,    75,    160-1, 
170,     172,     231-2,     344-6, 
350-4 
See  Breathing  ;  Constipation. 
Embryo,    development,    43-4,    74 
Embryology  defined,  74 
Emergencies,  349-50 
Emetics,  346-7,  361 
Emotions,  242,  244 

development,  43-61,  112,  210 
physical    effects,    75,    104,    145, 

155,   158,   160,   174 
and  religion,  196,  214,  219 
expression,  212-4 
training,     49,     101,     114,     117, 
147-8,  151,   196,  203,  209- 
15,  249,  256-7,  285-9,  292 
Enema,  107,  337,  345,  352 
Environment,   educative,   247 
for  meals,  158,  192,  195 
influence  of,  35,  45,  47,  53,  137, 
151,   196,   202-3,   207.   219, 
220,  247 
natural,  28,  151,  208,  246-7,  312 
selecting  and  supplying,  42,  199, 
200,      210,      240,      247-01, 
268-74,  309,  312,  330,  332, 
335,  370-1 
utilizing     in     education,      197, 
247-61,  313-4,  318-9 


Eruptions,    226,    228,    236,    338, 

340-1,  356-7 
Eugenics,  32,  29-40,  150-1,  214-5 
Examinations,    dental,    139,    154, 
233 
eyes,   140-1,  147,  154,  233 
health,  117,  223-235,  342 
school,  152,  197 
Excitement,     64,     86,     112,     116, 

147,  149,  158,  251 
Exercise,  63,  123,  144-6,  162 

time  for,  46,  120,  143-4,  200 
Exercises,  for  babies,  96-7 
breathing,  71 
children,   144-5 
circvilation,   122,   144,   162 
constipation,   73,   97,   144 
curvature,  144  ^ 

feet,   135 
mothers,   69-73 
skin,   133 
trunk,  71 
Experimenting,  interest  in,  58,  50, 
241,  248,  251,  258,  269-72 
utilizing,     63,     198,     211,     249, 
256,  259,  261 
Exploring,    educational    use,    255, 
312 
interest  in,  248,  251,  270,  272,  274 
Eyes,    care,    babies,   36-7,   96,   98 
children,  134,  139-142,  250 
in  maternity,  74 
complications  in  disease,  341 
defects,  140,  153,  227,  237 
development,  50,  54,  56,  48,  60, 

121, 139-40 
discharges,  97,  338,  343,  362 
examination,  140,  141,  147,  154, 

227,  233 
infection,  36,  37,  142,  338 
inflamed,    treatment,    338,    344, 

347 
symptoms  in  disease,  338-41 
strain,   54,  56,   58,    104-1,    143, 
140 

Facts,  learning,  198,  205,  209-10, 

246,  315 
Fairhope  School,  316 
Falling,  338,  350 


INDEX 


431 


Family,  6,  10-19 

environment  for  education,  197, 

247 
teaching  significance  of,  215,  257 
Father,  2,  11,  13,  28,  63,  150,  153, 

155,  218,  234-5 
Fathercraft,  5-6,  9,  117 
Fatherhood,  7,  29^0,  150 

teaching  responsibility  for,  150- 
1,  257,  310 
Fatigue,  chUdren,  50-1,  58,  146-8, 
158,  230,  251,  259,  372 
mother,  25,  36-7,  64,  69,  71-2, 
102 
Fats,   160,   165-9 

cooking,    165,     176,    186,    190, 
193,  365-8 
Fear,  48-51,  145-6,  201,  230,  250 
preventing  and  treatment,  148, 

213,   250,   257 
mother's,  74 
Feeding,  and  bath,  87,  120 

babies,     86-88,     100-7,     115-6, 

118,  370 
children,     120,     124,     155-195, 

234,  249 
in  maternity,  66-8,  102^,  359 
in  illness,   354-6 
over,    89,    105,    116,    123,    151, 

160,    166-7,    194,   347 
regularity,  86-88,  105,  120,  124, 

157 
wrong,    effects,    105,    115,    155, 
165-7 
Feet,    230,    338 

care,  90,  97,  122,  129,  135 
defects,  90,   116,  230 
cold,  89,  122,  135,  353 
Fever,  symptom  of  illness,  338-41 

treatment,   348,    354 
Finger  nails,    134,    230,   340,   342 
Finger  plays,  268,  278-80 
Fire,  what  to  do,  349-50 
Fireless  cooker,  24,  188 
Firmness,  193-4,  214,  216-18,  337 
First  Aid,   349-50 
Fomentations,  hot,  effect,  351 
how  to  apply,  353 
uses,    343,    345-7,  349-50,  354, 
360 


Food  composition,  168-173,  365-9 

values,   159-60,    173,   365-9 
Foods,  101,  156,  195 

injurious,   164-5 
Foreign  bodies  in  ear,  eye,  nose, 

throat,  350 
Freedom,  baby's,  86,  89,  90,  108, 
111,  249 
children,  physical,  129,  130,  147, 

153,  174,  193,  194,  266 
children,  psychological,  204,  206, 

210,    213,    215,    220,   262 
See      also      Inteeest;      Self- 
activity. 
Froebel,  xii,  4,  41,  42,   196,   197, 
203,    222,    223,    285,    286, 
309,  330,  333 
Fruit  juices,  159,  169-70,  348,  355 
for  babies,  67-8,  87,  106-7 
children,  124,  158,  162-3 
Furniture,    76-80,    91,    111,    143, 
192,  326 

Games,  112,  275,  284 

education  through,  206-7,  209, 

212-4,    275-84,    316 
educational,  209,  278-84 
Genetics,  33-5 
Genital  organs,  230,  232 

care  of,  92-3,  98,  148-9 
Geography,    212,    255,    258,    260, 

263,  310-13 
Germ  cells,  33-39,  44 
Group  play,  50,  52,  59,  212,  275-6, 

218-4 
Growth,  45,  43-61 

factors    influencing,    100,     151, 

168,   370-3 
tables,    118,   373-5 
Gruel,   159,   189,  355 

Habit    formation,    age,    198-200, 
207,  219 
method,  219,  253 
breaking,  219 
Habits,  63,   199,   207 
effects,   155,  214 
training,   193-5,   198,  200,   219, 
337 
Hair,  73,  135-6,  343 


432 


INDEX 


HaU,  G.  Stanley,  1,  29,  42,  152, 
197,    221,    223,    246,    287, 
288,  291,  316,  317,  333 
Handcrafts,   251-274,   317-328 
hygiene,    140-1,   251,   259,   317, 

320 
interests,  251-2,  258,  263,   270, 

272,  274 
materials,  254-5,  261-2,  318-20 
Handkerchiefs,  342,  362 
Hands,  care,  134 

disinfecting,  93,   149,  343,  349, 
356 
method,  362 
washing,  93,  95,  99,  104,  124-5, 
134,  149,  157,  187,  342 
Head,  96-7,  226-7 
Headache,    67-8,    157,    166,    172, 

237,  338,  340-1,  353 
Health,  before  intellectual  educa- 
tion, 196,  205 
and    food,    155,    157-8,    160-2, 

165-8,  172-4 
school,  152-3 
scoring,   226-37 
See  Child  hygiene. 
Health,  good,  bases,  120 
and  discipline,  219 
for  marriage,  17 
for  parenthood,  37,  39,  63 
Heart,  58,  60,  120,  128,  161,  232, 
338 
in  illness,  340,  348 
Heartburn,  348,  357 
Heat,  applications,   effects,  351-2 
Height,    60,    101,    151,    159,    177, 
226,   236,  370-5 
tables,  373-5 
Hemorrhage,  in  maternity,  357 
Hemorrhoids,  357 
Heredity,  2,  17,  29-47,  34-5;    03, 

74,  146,  234-5,  370 
History,  child's,  scoring,  234-5 
History,     interest    in,     240,    258, 
263 
teaching,    255,    260,    299,    306, 
309,  314-5 
Holt,  L.  Emmett,  372,  376 
Home,  environment  for  education, 
197,  206,  246-7,  208,  332 


location,  18,  27 

responsibility,  2,  3,  7, 119, 152-3, 

155,  223 
See    Home-making  ;    Parents, 

RESPONSIBILITY. 

Home-making,   10-32 

training    for,    4,    7,    28-9,  62- 

3,   150,  257 
Hotwater  bag,  method,  353 

uses,  345,  347-8,  350-3 
Housekeeping,    10  ff.,   253,   259 
Housework,     20    ff.,     70,     156-7, 

184-192 
Humidity,  25,  89,  108,  115,  122, 

137 
Humor,  development,  55,  57,  59, 

61,  240 
training,  16,  18,  143,  158,  213, 

335 
Hygiene.     See  Child  Hygiene. 

Ideals,  of  American  men,  15 
child's,  developing,  196 
development,  55-61 
early    implanting,    196,    211-2, 

214-5,  248 
(false)  of  education,  205 
of  marriage,  11-19,  149-51,  215 
See      Inspiration  ;       Moral  ; 
Religion. 
Illnesses,  care  in,  337-63 
chief,  54,  56,  58,  60,  115-6 
causes,  120,  155,  166-7,  172 
history,  234-5,  371 
Imagination,  development,  55-61, 
240,    269,   285,   303,   314 
training,    210,    245,    247,    254, 
262,    265,    272,    277,    279, 
282,    289,    294,    296,    299, 
303,  320,   322,  333-4 
Imitation,     development,     55-61, 
240,  271 
learning  by,  207,  211,  220,  286, 

302 
through  games,  277-8,  282^ 
utilizing  in   education,    249-50, 
297 
Impudence,  212,  218 
Impulse,    151,    200,    204,    212-15, 
217 


INDEX 


433 


Income,    family,    11,    16-20,    32, 
37,  156 

Indigestion,    causes,    103-5,    115, 
158-60,  166-7,  174,  186-7, 
190 
effects,  128,  236,  347,  378 
extent,  54,  56,  58,  60 
Individuality,  13,  196,  205,  217 
See   Child,   individual  ;    Tem- 

PERAIilENT. 

Infancy, 

characteristics,  48-9,   54-7 
meaning  of,  11-13,  119 
Infant  mortality.    See  Mortality. 
Infection,  how  conveyed,    15,   35, 
99,   122,  342-3 
precautions    in,    99,    139,    149, 

338,  343,  356,  362 
prevention,     100,     122-3,     130, 
134,    142,     149,    153,    155, 
160,  192,  342,  349-50,  359 
Information,   not  education,    196, 

198,   208,    246 
Influenza,  120,  139,  339,  378 

See  Colds. 
Inhibitions,    47-52,    200,     203-4, 

213,  215 
Initiative,    development,    19,    50, 
238-9 
cultivating,     204-5,     208,     245, 
277-8,   289,   302,  316 
Inspiration,  in  home,  10,  17,  18 
in  chUdhood,  148,  196,  220-2 
Instruction,  198 

Intensive    development,    47,    205 

Interest,  abnormal,  treatment,  147 

and    education,    203;    46,    147, 

197-201,   205,   208-9,   246- 

7,    256,    260,     265-6,     276, 

289,  300,   311,   330-1,  333, 

335 

clues  to   child's,   200-1,   203-4, 

303 
diverting,  147,  203,  205,  208 
early  intellectual,  205 
forcing,  effect  of,  205 
race  vs.   individual,    11,   29-40, 
149-51 
Interests,  according  to  age  period, 
babyhood,    48,    54-7,    248, 


269-70,      278,      285,      291, 
293-4,   302,   304-5,   329 
childhood,  (2-6  yrs.)  48-9,  56-9, 
251,    270-3,    280-3,    294-7, 
303,  305-7 
(6-9  yrs.)  50,  58-9,  258,  274-4, 

283-4,  297-8,  307-8 
youth,  (9-12  yrs.)  51,  60,  61,  263 
adolescence,  (12-18  yrs.)  52,  60, 
61 
Invention,  59,  241 

cultivating,     247,     277,     282-4, 
289,  316-7 
Investigation,    interest    in,    48-9, 
241,   248,   269-70,   272 
cultivating,  249,  2S9,  292 
Irregularity,  effects,  102,  105,  114- 
6,  146,  157,  166-7,  210,  219 
Irritability,    67,     105,     110,     139, 

145,  147,  202,  230,  237 
Irritation,  92,  98,  122,  147-8,  151, 
160, 164, 172-4,  251,  345,  349 
treatment,  353 
Itching,  treatment,  340,  358 

Johnson,   Mrs.  Marietta,  316 
Judgment,  63,  210-1,  240 
Jumping,  interest,  253,  270-2 

Kidneys,  120-1,  231,  233,  235 
Kidney  disease,   causes,  160,   164, 
167,  172,  340-1 
extent,  58,  60,  123 
Kiss,  conveys  disease  germs,  342 

Labor  saving,   22  ff. 
Language,     development,     44-61, 
207,  241,  257,  263,  299 
training,     53,     195,     207,     250, 
252^,   257,   259,   260,  288, 
299 
Laundering,  25,  93-4,  362 
Law,   respect  for,    196,   204,   211- 
12,  216-7,  251 
sense  of,  43-61     ■ 

cultivating,  211,  276,  309 
Laxative,  foods,  162,  171 
diet,  67,  121,  147,  175,  177 
drugs,  362 
when  to  give,  344-6,  354 


434 


INDEX 


Lefthandedness,  201,  230 
Lies,  49,  210,  240,  243,  257 
Life,  beginning  of,  74 

increasing  length,  119,  123,  154 

quality,    197,   205 
Life  Extension  Institute,  119,  372 
Light,  uses,  134,  348-54 
Lighting,  hygiene,   140-1 

Malnutrition,     116,     153,     236-7, 
338-9,    340,    341 

treatment,  343,  356 
Manners,    194^5,    243,    247,    253, 

266 
Marriage,  2-3,   11-19,  31-38,  215 
Massage,  74,  95,  98,  127,  132,  345, 

347,   349,   359,   360 
Masturbation  causes,  92,  98,  146-7 

effects,  145 

preventing,  148-150 

treatment,  117,  145 
Maternity,  care,  62-84 
Mathematics,   teaching,  261,  263, 

315-6 
Maturity,  43-4 

of  sex,  151,  371 
Meal  time, 

children,  124-7,  177-84 

for  mothers,  68 
Meals,   157,   192-5,   214,   218,  343 
Measles,   100,    115,    122,   234,   378 

effects,  54,  56,  58,  153,  240 
Measuring,  education  in,  253,  254, 
261,  266-7 

interest  in,  252,  272,  274,  316 
Meat,  149,  168-9,  173 

in   child's   diet,    149,    161,    164, 
172-4 

in  illness,  349,  355 

in  mother's  diet,   67 
Medicine,  80,  347,  361-3 
Memory,  development  of,  43-61, 
145,  147,  240,  275 

trai^ning,   112,   209-10,  249,  253 
Meningitis,   54,   56,  341 
Mental   activity,   239 

overemphasis,   152,  246,  248 

rate,  213,  263 

defects,  36,   38,    145-6,  239-44, 
371 


Militarism,  32,  212,  255,  286,  314 
Military-  toys,  286,  290 
Milk,  boiled,  187,  355 

bottled,  184 

certified,  184-5 

clean,  152,  157,  185 

condensed,  101,  161,  185 

grades,  185 

loose,  185 

pasteurized,  184-6 

skimmed,  186 

sour,  185 

sterilized,  185 

raw,  355 

whey,  186,  355 
Milk,  care,  157,  184-5 

cooking,  185,  187,  190 

pasteurizing,  187 

serving,  166,  175,  192 
Milk,  composition  and  values,  27, 
162,    168-73,    178 

factors    in,    184 
Milk  in  diet, 

child's,   159,   163,    166,   168-73, 
185-6 

mother's,  67-8,  102 

in  illness,   355-6 

digestion  of,   159,   168,   185 
Milk,  mother's,   101-104,  168 
Minerals     (food),     161,     167-170, 
172-3,  178-84 

importance,  27,  64-7,  103,  158, 
166-7,  355 

daily  requirement,    161 

tables,  food  composition,  365-8 
Miscarriage,  causes,  36,  68,  69,  378 
Mischief,  49,  219,  239 
Modeling,  educational  values,  208, 
210 

interest  in,  251,  271-2,  274 

materials  for,  320 

education,    254,    256,    261,   318 
Modesty,    training,    50,    129,  150, 

214,  257 
Montessori,    apparatus,    142,   222, 
330 

auto-education,   203-4 

statement  of  liberty,  204,  222 
Moral    development,    48-61,    202, 
242-244,   252 


INDEX 


435 


Moral  development  —  Continued 

training  and  education,  39,  49- 

52,   202,   211-19,   245,   248, 

251-2,  256-7,  262,  267,  292, 

299,  300,  329,  335 

Moral  influences,  196,   202,  246-7, 

291 
Mortality,  children, 

causes,  54,  56,  58,  60,  85,  115, 

154,  155,  343,  378 
prevention,  33,  40,  117,  343,  379 
statistics,  377-8 
in  maternity,  379 
Mother,  heredity  from,  234-5 

teaching  respect  for,  218 
Mothers,    consequences    of    igno- 
rance in,  115,  117,  155 
Mother's,  assistant,  4,  5,  86,  250, 
337,  342 
responsibility       for       children's 
education,    4,    194-6,    218, 
309 
Mothers',  International  Congress,  7 
Mothercraft,  defined,  xii 

School  of,  xii 
Motherhood,  hygiene,  62-84 
age  for,  39 
preparation  for,  vii,  ix,  xii,  1-9, 

18,  62-3,  215,  257 
teaching   respect   for,    29,    145, 

150,    196,    215,   218 
unwelcome,  39,  40 
Mothering,  63 

Motor   development,    43-61,    112, 
145,  204,  231,  248-9,  251-2, 
258,    233^,    269-72,    288, 
291,  294,  329 
defects,   145-6,  231 
See  Muscles,  fund  .omental. 
Motor  education  and  training,  28, 
133,   142,   195,   198,   205-6, 
249-50,  252-6,  285-98,  269- 
74,  277-83,  317,  321 
Mouth  hygiene,  babies,  98,  99,  104 
child,  124,   137-9,  297,  342-3 
in  illness,   356-7 
in  maternity,  74,  358 
Moving   pictures,    140,    146,    151, 

371 
Muscles^  199,  229 


fundamental  and  accessory, 
development,  46,  56,  58,  60 
in   education,    147,   206,   208 
251,  286,  318,  320 
Music,   interest  in,    239-40,   329- 
331,  248,  252 
education,     247,     249-50,     252, 
256,    259,    266,    316,    329- 
331,  335-6 
in  home,  15,  19,  330 
therapeutic  use,  147,  329 
See  Rhythm  ;  Singing. 
Musical  toys,  250,  262,  256,  293-7 
Mustard,  bath,  352,  345 
plaster,   363 
for  earache,   363 
in  diet,  164,   175 

Nail-biting,   145,   231,   233,   237 
Nap,  73,  88,  90,  124,  128,  213,  232 
Nature,  enAdronment,  247 
Nature  study,  240,  251,  255,  258, 

260,  263,  309-10 
Nausea,    causes,    157,    338,    340-1 
treatment,   347 
in  maternity,   67,  68,  357 
Navel,  54,  82,  89,  94,  89,  230 
Nerves,  afferent,   199 
centers,  201-2 
development,  54,  56,  58,  60,  86, 

146,  200 
efferent,  199,  200,  202 
food  for,  155,  160,  161 
hygiene,  114,  120 
scoring,  230-1 

sensory    and    motor,    199,    200, 
202 
Nervous,  child,  126,  134,  173,  205, 
213,  260 
energy,    storing    (mother),     18, 
63,   102;    (child),   123,   165, 
161 
system,   development,    199-203, 
219 
Nervousness,  causes,  67,  112,  IIG, 
122,  139,  146,  160,  1G4,  167, 
172,  173,   174,  341.  320 
development,   54,   56,  GO 
effects  (mother's),   102,   104 
(child's),   123,   128 


436 


INDEX 


Nervousness  —  Continued 
extent,  54,  56,  58,  60,  152 
prevention,  25,  86,  145-8 
symptoms,    145,   230-1,  237 
treatment,  25,  69,  70,  127,  143, 
147-8,  353 
Night  regimen,    89-90,    105,    109, 

118,   127,   129 
Nose,   227,   232,    237 

care    (baby),  96;    (child),    122, 

136-7 
how  to  blow,  136 
discharges,  338^2,  362 
Nursery,  76,  98-9,  108 

furnishing,  75-80 
Nursing,  home,  337-63 
in  maternity,  357-60 
of  baby,  100-6,  115,  234,  358-60, 
379 
Nutrition,     120,     146,     219,     231, 
236-7,  219 

Obedience,     development,     48-61 

cultivating,     196,    216-18,    251, 

256,  337 

Observation,  development,    48-61 

training,  208-9,  255,  262,  277-8, 

281,  283 
utilizing,  198,  217,  255,  261 
Oil  rub,   87,   94,    131-4,   356,   358 
Orange  juice,   106,   163,   169,   171, 

175,  179 
Orderliness,  28,  99,  211 

training  in,  130, 194,  215, 245, 253 
sense  of,  development,  48,   61, 
243 
Overwork,  70,  115,  206 

Pacifiers,  80,  227,  234,  342 
Painting,  intellectual  values,  208, 
210 
hygiene  254,  318,  320 
interest  in,   240,  262,  271,  272, 

274,  302 
materials,  254,  319-20 
teaching,   254,   262,  318 
Paralysis,    341 
Paregoric,  80 

Parental  love,  (not  compensate  for 
ignorance),  123 


Parenthood,  29-40 
age  for,  37,  39 

See    Eugenics  ;    Father  ;    He- 
redity; Home;  Mother 
Parents,  29-40,  41 

responsibilities,    16,    29-40,    45, 
117,  153,  155,  246 
Parties,  146,  149,  267 
Pasteurizing,  342 

method,   187 
Patent  baby  foods,  80, 101, 161,  234 
Patent  medicines,  68,  80,  103,  346, 

363 
Peace,  international,  287,  312 
Pedagogy,  198,  208 
Pediatrics,  3,  6,  62 
Personality,  5,  7,  247 

study  of,  237-44 
Physical  education,  87,   119,  247, 

251,  255 
Physical  measurements,  151,  118, 

226,  373-5 

Physician,  14,  38,  63-5,  71-2,  85, 

93,  97-8,  102-3,  106-7,  117, 

128,  135,  142,  144-5,  147-9, 

154,  165-6,  174,  232-3,  339, 

344,  346,  350,  359,  363 

when  to  summon,  337-8,  343, 349 

Physiology-,    43-75,    86-116,    120- 

150,   157-195,   199-203 
Pictures,  210,  247,  249,  256,  268 
children's  interest  in,  240,  248, 

262,  272 
for  children,  250,  262,  332,  335 
making,  254,  304,  333-4 
Play,  for  baby,   111-2,   248-9 
with  baby,  86,  110,  112 
defined,  203,  204-5 
education  through,  264-74 
equipment,   130,   133 
interests,   142,  248-9,  251,  258, 

268 
See  Games;  Toys. 
Pneumonia,  339 ;  89,  101,  108, 115, 
120,   131,   134 
extent,  54,  56,  58,  60,  153,  378 
Poisoning,  prevention,  347,  379 
Posture,  73,   143,   226,   236 
sitting.  111,  143 
standing,  25,  143-5 


INDEX 


437 


Poultices,  339,  343 

Powder,  use  of,  92,  98,  138,  358 

formulas,  79,  358 
Prayers, 

child,  214,  220,  268 
parents,  39,  258 
Precocity,  47,  205,  239 
Prenatal,  development,  43-4 
hygiene,    62-84,    357-60,    379 
influences,  33-36,  63,  74-5,   138, 
235 
Prickly  heat,  347-8,  356 
Primitive  Hfe,  255,  258,  260,  262, 

312 
Prohibitions,  216,  251 
Promptness,    213,    215,    216,    218, 

253,  256 
Protein,    168;   160,    166-8,    172-5, 

179-84,  365-8 
Prunes,  169,  171,  175,  188,  355 
juice,  88,  106,  163 
pulp,  163,  188 
Psychology,  child,   128,   147,   151, 
199-222,     251,     258,     263, 
264-67,  275-77 
of    development,     43-61,     225, 

237-44 
genetic,  42 

of  infancy,    85,    101,    105,    110, 
112,  114,  117,  248-9 
Pulse,  232,  376 
Punishment,  baby,  117,  212 
chUd,   127-8,  146,  218,  257 
consistency,   216 
natural  forms,  216-7 
Purins,  160,  166-7,  172,  175 
free  diet,   160,   171,   348,  354-5 

Quarreling,  212,  218,  243,  257 
Questions,    child's,    index    of    in- 
terests, 224,  241 
regarding   biology   of   life,    150, 

215,  258,  210 
regarding  theology,   221,   257 

Reaction  time,  202,  213,  216,  239 
Reading,  age  for,  51,  53,  141,  152, 
207,   260,   263,   316 
hygiene  in,  140-3,  260 
physical  strain,  140,  207,  254 


Reasoning,    development,    48-61, 
240 
training,  210-11,  214,  250,  309 
utilizing  in  education,   198,  213 
Recapitulation,  44,  200 
Reflex  arc,  199,  213 
Reflexes,   132,   143,   351 
Regularity,  babies,  86-8,  102,  105, 
249-50 
children,      123-4,     126-7,     147, 

157,  176,  211,  214,  233 
training  in,  49,  55,  107,  214,  251 
Relaxation,   128,   147 

means  to,  127-8,  143,  147,  213, 
338 
Religion,     development,     49,     52, 
59,  61,  220,  244,  258 
education  in,  49,   52,    149,   151, 
195-6,     202,     214,    219-23, 
257,   258,    262-3 
Repression,     146-7,     152-3,    200, 

202,  204 
Resistance,  developing,  120  ff.,  344 
to  disease  germs,  123,  131,  134 
low,    160,   172,   343 
Respect,  development,  243 

for     authority,     49,     114,     211, 
216-7,    220,    251,    258,    276 
father,  218,  220 
mother,  218,  220 
parenthood  and  marriage,  149- 

50,  215,  310 

property,  211,  218 

workers,  216,  313 

See  Self-kespect. 

Respiration,  rate,  376 

See  Breathing. 
Responsibility,    training  in,   28-9, 
51-2,  130,  150,  211-2,  214, 
218,  259,  292,  313 
Retardation,     202,     205,     239^4, 

271 
Rewards,  217 
Rheumatism,    58,    60,    160,    167, 

172,  234,  348 
Rh>Tne,  209,  239 
Rhythm,  sense  of  development,  59, 
239-40,  248,  252,  269,  303, 
329 
cultivating.   55,    112,    128,    200, 


438 


INDEX 


Rhythm  —  Continued 

249-50.  253,  256,  259,  278, 

302 
uses,  127,  147,  209,  329 
Rhythmic  exercises,  202,  213,  250, 

269 
Rickets,    54,   101,    116,    167,    234, 

236 
Ridicule,  256,  260 
Rocking,  78,  110,  111,  116,  127 
Rote  learning,    51,   209,   261,   263 
Rupture,    89,    98,    116,    232,    230 

Salt,  normal  solution,  362 
uses,  343-5,  347-8,  362 
Sanitation,    86,    87,    93,    98-100, 
108-110,  127,  137,  139,  142, 
152,  156-7,  184-7,  192,  251, 
342-3,  362-3 
Scarlet  fever,    122,    153,   234,   340 

mortality,  56,  58,  100,  378 
School,  2,  3,  4,  7,  8,  28,  124,  223 
age  for  entering,   141,   152,  208 
and  health,   146,   152-3,   194 
dances,  149 
Science,     teaching,     248,     255-6, 

260-1,  309-13 
Scolding,  127,  142,  217 
Scurf  on  head,  96,  97,  135,  226 
Scurvy,    56,    101,    116,    162,    167, 

234,  237 
Self-activity,  199,  203-4,  208,  220, 
241,   245,  264-7 
clue  to  interests,  203-4,  224,  240 
See  Freedom  ;  Interest. 
Self-consciousness,   429,   224,   256, 

260 
Self-control,  developing   sense   of, 
43-61,  231 
lack  of,    12,    16,    145,   146,   151, 

195 

need  of,  17,  39,  37,  86,  123,  151 

training  in,  29,  31,  63,  86,  114, 

143,  148,  212,  213,  245,  251, 

256 

Self-indulgence,    114-5,    117,    123, 

146,   151 
Selfishness,   16,   20,   218,   242,  243 
Self-reliance,    development  of,  20, 
43-€l,  231,  239 


training  in,  20,  63,  114,  128,  130, 
142,     143,     148,     195,    211, 
245,  249,  253,  320 
Sense  organs,  development,  43-61, 
200-1,  227-8,  239-40 
hygiene,  137,  153,  139-42,  146-7 
Sense  training,  201,  205-6,  249-51, 
252-3,  258-9,  269-70,  272- 
3,   277,   281,   284 
See  Color  ;  Rhythm. 
Sewing,  83^,  140-1,  262,  271,  274 
Sex  determination,  74 
Sex,    development,    43-61,     150-1 
influence     on     growth,     370-75 
influences  on  maturity,  371 
education,    29,    149-51,    214-5, 

310 
hygiene,    39,    92-4,    148-151 
instinct,  sublimation,   13-4,    19, 

33,  39,  151 
perversion,   17,  31,  37-8,  150 
Shock,  avoiding  in  cold  bath,  131 

treatment,  346,  349,  350 
Shoes,  baby,  82,  90,  116 
child,   128-30,   135 
in  maternity,  65 
Sight,  54-61,   11,  206 
Simplicity,    21-8 

for     children,     129,     131,     158, 
165,    174,    244,    256,    267 
Singing,  18,  127,  147 

education  in,  249-50,  252,  277, 

329-30 
games,  272,  282-3 
Sitting,  babies,  55,  111-2,  116,  231 

children,   143,   152,  226,  320 
Skin,   228;    148 

care,  babies,  92,  97-8 
children,   129,   131-4 
maternity,  64,  68,  358 
training,  121,  131,  133 
Sleep,  73,   86,  88,   107-11,   123-6, 
130,  149,  157,  232,  237 
disturbed,  69,   111,   127-&,   145, 
157,   237,  349 
Sleeping     out-of-doors,     70,     107, 
109-110,    120,    129,    147 
bag,   90,    109,    129 
porch,    70,    126 
Slivers,  351 


INDEX 


439 


Smallpox,  378 
Soap,  for  babies,  79,  97,  98 
children,    131,    133 
diapers,  93 
disinfection,  343,  362 
woolens,  93 
Social,  development,  54-61,  242-3 
training,  195,  212-17,  220,  248, 
253,   257,   266,   275-6 
Songs,    207,    240,    249,    256,    272, 

335 
Soothing  syrups,  80,  114,  363 
Speech,   241 

development,  43-61 
defects,    56,    58,    201,    205,   241 
See  Language, 
Sponge,  80,  94 
Starch,  166-9,  186,  193 
Statistics,  153-5,  387-9 
Sterilized  foods,  101,  161,  185 
Sterilizing,  method,  363 
baby  clothes,  79,  93 
dried  fruits,  192 
milk  bottles,  184 
toothbrushes,  139 
wash  cloths,  131 
Stimulants,    to    be    avoided,    123, 
149,  151,  217,  371 
desire  for,  155 
foods,  164,  173-4,  371 
in  illness,  350-1,  355 
Stimulation,    mental,    45,    47,    86, 
110,  205-6 
physical,  of  heat,  351 
Stomach,  ache,  349 
gas,  345 

digestion,  167-8,  174 
scoring,  230-1 
sour,  348,  357 
Stools,  abnormal,  107,  232,  338 
regularity,  86-88,  107 
in  disease,  342,  362 
Stories  and  story-telling,  252-308, 
314-5,     127,     146-^,     203, 
210-11,  224 
Stubbornness,  214,  216,  217 
Subconscious  mind,   128,   202 
Sucking,  117,  227 
Sugar,  101,  114,  149,  188,  165-75, 
193 


Suggestion,    to    the   subconscious 
mind,  128 
use  of,  128,  208,  216,  302 
Suggestibility,  48,  128,  200,  247 
Summer,  baby's  regimen,  82,  90, 
94,  98,  108 
children,  129,  132-3,  177 
Sunburn,  134,  348 
Sunshine,  86,  93,  109-10,  134,  153, 

362 
Suppository,  91,  107,  345 
Sympathy,   10,   16,   28,    212,    218, 
220,   244,   247,   268 
with  child  nature,  222 
Syphilis,  35-8,  54,   115,  233,  341 

Tantrums,  117,  145, 147-8,  213. 237 
Taste,  158,  174,  193,  206 
Teasing  children,  112,  116,  146,  251 

child's,  51,  216,  218,  257 
Teeth,  120,  228 
care,  128 

decay,  139,  146,  162,  174 
defects,  54,  56,  58,  60,  139,  153 
development,  54,  56,  58,  60,  138 
examination,  139,  154 
food  for  sound,  161-2,  174 
in  maternity,  73,  358 
Temper,   55,    143,    145,    147,   213, 

218,   237,   251 
Temperature,  body,  normal,  376 
learning  to  take,  337 
response  to  changes,  121 
Temperature,  food,   192 

water,  106 
Temperature,  outdoors,   for  play, 
133-4 
for  sleeping,   127 
for  taking  outdoors,  89,  108 
Temperature,  room,  232 
bathroom,  131 
nursery,  98,  108 

room,  25, 70, 89. 121, 127, 137, 192 
sickroom,  338-9,  341 
to  reduce,  350 
Theater,  146,  151.  247,  371 
Thinking,  feehng  and  doing.   197, 

204,    248 

Thrift.  16,  25,  49.  243 

teaching,  215.  292 


440 


INDEX 


Throat,  care,  122,  343,  356 

sore,  122,  137,  348,  354^5 
Thrush,  104 

Tickhng,  effects,  112,  116,  146 
Tirae,  sense  of,  239 

teaching,  260,  314 
TonsiUitis,  122,  137,  146,  153,  340 
Tonsils,  115,  122, 137,  146, 153,  234 
Toothache,  349 
Toothbrush,  138-9,  357 

how  to  brush,  138,  342 
Tossing  babies,  effect,  112, 116, 146 
Toys,  285-298,  317-328 

at  bedtime,   127 

care  of,  86,  218,  234,  253,  342 

education  through,  249-50,  252, 
256,  261-2,  285-98 

making,  254,  261,  317-28 

See  Doll. 
Tuberculosis,    hereditary,    bar    to 
marriage,  37-8 

congenital  infection,  35,  37,  233 

diet,  356 

extent,  56,  58,  50,  123,  153,  378 

causes,  123 

history,  234,  235 

prevention,  131,  134 

precautions  in,  139,  339 

symptoms,  339 

Unity  of  child's  life,  85,  197,  204 

Uric  acid,   167,  171-2 

Urinating,  teaching  control,  87-8, 

91,  127,  231 
Urine,   91-2,    148,    170,   231,   338, 

358,  362,  379 

Varicose  veins,  65,  73,  357 

Vegetables,   161-2,  168-72 
cooking,  170,  187,  190 
in  diet,  16^4,  193,  355 

Venereal  diseases,  35-8,  115,  233, 
341,  343 

Ventilation,   152,  233 

nursery,  98-9,  108,  123,  127 
room,  25,  70,  122,  192 
sickroom,  339,  344,  348,  356 

Vitality,  63,   151,  226-237 
iacroasing,   119-154 
l«w,  153,  1G5,  172,  236-7 


Vitamines,    161;    27,    100-1,    161, 

175,  177,  179,  185 
Voice,    52,    241,    250,    254,    259, 

335-6 
Vomiting,  105,  338-42,  362 

Waking,  111,  118,  128,  250 
Walking,  99,  112,  205,  123,  252-3, 
270-3 
in  maternity,  69-70 
Water,   162,  166,  343^,  348,  354 

sterilizing,  363 
Water  drinking,  68,  88,  104,  121, 

124-5,  162,  170,  360 
Weaning,  103,  106,  234 
Weather,  adaptation  to,  129,  159, 
175,  184 
cool,   87,  90,   94,  99,    108,   110, 

127,  129,  131^,  137 
warm,  90,  94,  98,  108,  177 
Weighing,  78,  87-8,  104,  224 
Weight,  44,  60,  104,  151,  159,  177, 
226,     236-7,     338-9,     343, 
370-375 
taking,  87 
Tables,  118,  373-5 
Whims,  114,  193-4,  203,  213,  217 
Whooping    cough,    54,    100,.  115, 

120,  234,  340,  378 
Wm,  55-61,   155,  200,  244 
breaking  child's,  214,  217 
training,    151,    211,    213,    215, 
222,  245 
Winter,  regimen,  baby's,  82, 94, 108 
chUdren,   122,    127,   129,    131-3, 
177 
Wood,  Thomas  D.,  126,  152 
Woolen     garments,     82,     90,     93, 

129-30,  ]48,  347 
Workmanship,  251,  254,  259,  261- 
2,  289,  317,  321,  330,  333^ 
Worms,  147-8,  233,  349,  363 
Wounds,  337-8,  342,  349-50 
Writing,  53 

age    for    teaching,    141,    207-8, 

260,  263 
hygiene,  140,  152,  260 
Youth,  stage  of  development,  51, 
60,  61 
education  in,  198,  263 


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